Supporting Question 1: What significant events took place in agriculture during this era?

1. Using a projector, mobile devices, or computer lab, review the Growing a Nation: Into a New Millennium section of the multimedia timeline. The Growing a Nation events and sub-events are designed to be adaptable to a variety of teaching strategies. Each Main Event contains Sub-events that explore American history for a greater understanding of the time period or historical cause and effect relationships. The sub-event tiles ask higher order questions to not only expand student knowledge, but also to increase their comprehension to the level of application, analysis, synthesis, and evaluation.
2. After students view selected events and sub-events, explain to the students that they will investigate the question, "What significant events took place in agriculture during theis era?" Assign or allow students (or student pairs) to choose a sub-event tile. Students can work off of a computer or mobile device or take a screenshot of the selected sub-event and print.
3. Ask the students to be prepared to answer the questions on their tile by either using the Think, Pair, Share strategy or by using one of the attached Demonstration of Learning Strategies. You may want to choose a particular strategy to use with the entire class or cut the strategies into strips and ask each student to pick one or two. If the student or group of students is allowed to pick two, ask them to choose the learning strategy they prefer and put the other one back. Keep in mind that some Demonstration of Learning Strategies will be a better fit for some of the event topics than others and that some take more time than others. Some strategies may need to be grouped depending on the available time.
4. Revisit the question, "What significant events toook place in agriculture during this era?" (Answers will vary depending on which events the students studied.)

Supporting Question 2: How is risk assessed when making a choice?

1. Relate the following to the class:

   A high school freshman doing a science project asked 50 people if they would sign a petition demanding strict control or total elimination of the chemical “dihydrogen monoxide” because it:

   • can cause excessive sweating and vomiting
   • is a major component of acid rain
   • can cause severe burns in its gaseous state
   • can kill if aspirated
   • contributes to erosion
   • decreases the effectiveness of automobile brakes
   • has been found in tumors of terminal cancer patients

   Forty-three of the people surveyed said they would sign the petition, six were undecided, and one said “no.” Yet, if the student had called dihydrogen monoxide by its common name (water), the results would have been a unanimous “no.”

2. Explain to the students that they will investigate the question, "How is risk assessed when making a choice?"
3. Perception and context are critical to good judgment. Most issues require an examination of validity, context, and trade-offs. Review with students the following:
   • Validity:
     • Was the research conducted properly and are the conclusions easy to understand?
     • Is the disclosed information true?
     • Has the research been replicated?
     • Has the research been published and peer-reviewed?
   • Context:
     • How is the data used?
     • Is the whole picture being provided?
     • What other factors or variables were left out of the research?
   • Trade-offs:
     • Are the solutions worse than the problem?

4. Read the paragraph below and discuss the concept of risk with the students.

   We get in our cars knowing there is a risk that we might be involved in an accident. We ingest tons of chemicals in the form of prescription drugs. Society often looks for a safety guarantee when, in fact, nothing we do is risk-free. We can do certain things to minimize risks. We can wear seat belts and drive defensively. We can take medicine only when we absolutely need it. But, even with these measures, we realize that nothing is 100% safe.

   Risk is the chance of injury, damage, or loss; the degree or probability of loss; the act of exposing oneself to a risk or taking a chance. Scientists and government officials usually address risk in terms of probability for populations, not individuals. The scientific classification for risk may range from low to high to absolute. However, individuals often associate the word “risk” with “danger” instead of “probability."

   As in other sectors, the science-based processes of risk assessment and management help determine reasonable agricultural and environmental risk levels. These processes measure and characterize risk, estimate the probability of occurrence, and predict the nature and magnitude of potential adverse effects. For example, scientists may assess various risk factors from pesticide residues in or on the foods people buy and develop management strategies to control residues. Risk managers integrate social, economic, and political factors into risk assessment results.

5. Ask the students to work in small groups to identify the following product and to do a risk/benefit analysis to reach a reasonable conclusion about whether the product should be banned. The product:
   • contains a chemical that causes cancer in laboratory animals
   • causes serious injury to millions of people
   • kills 40,000 people a year
   • kills millions of animals a year
   • causes fires when ignited
   • requires tremendous resources for production
   • causes major air pollution problems
   • produces toxic gases
   • causes billions of dollars in property damage every year
   • destroys millions of acres of land for roads to facilitate it
6. Ask each group to discuss its analytical process and conclusion with the entire class.
7. Explain to the students that the product referred to is an automobile, and its risks are an acceptable part of American life because individuals believe they have control over the risks and because there often is not an acceptable alternative to the automobile. This is the type of critical thinking that needs to be used when looking at all kinds of issues.
8. Revisit the question, "How is risk assessed when making a choice?" (Perception and context are important to examine. It's also important to determine if there are trade-offs and to evaluate the validity of the source.)

Supporting Question 3: How does U.S. agricultural production impact trade, economic interdependence, and sovereignty?

1. Ask the students if they or their families have ever purchased a product made in a different country.
2. Encourage discussion by mentioning the brand names of various products such as Volkswagen (Germany), Sony (Japan), Toyota (Japan), Nintendo (Japan), Panasonic (Japan), Hyundai (South Korea), Adidas (Taiwan), Nokia (Finland), Barilla (pasta, Italy), Nestlé (Switzerland).
3. Ask the students to name American brand names; examples include: Levi’s, Microsoft, Google, McDonald’s, Heinz, Coca-Cola, Starbucks, Ford, and many more. Although these companies and their associated brand names are owned and/or operated in a particular country, each has substantial interest in the economy of one another. The products they produce may also require raw ingredients or inputs from each other or other countries around the globe. This is what is meant by the “global market” or “globalization.”
4. As a homework assignment, ask each student to complete the survey page of the Household Survey activity sheet. The world map will remain blank until the next class session.
5. When the class has completed the survey, make a chart on the whiteboard giving the names of the countries and the brands.
6. Explain to the students that they will investigate the question, "What are the benefits and challenges of international trade, interdependence, and sovereignty?"
7. Ask the students to think about the results of the survey. Were they surprised by the number of products they found in their homes from other countries?
8. Review the Into a New Millennium documents “Where Your Food Dollar Goes,” “American Agriculture’s Share of World Production,” “What We Sell to the World. . . What We Buy from Other Nations,” and “Our Top Foreign Markets” with the students to provide context for the products they use every day.
9. Have the students mark the world map to indicate from which countries or states their families have products. Connect the dots from the countries or states to their home state.
10. Ask the students if they see any trends. Electronics, automobiles, food? Discuss with the students that some countries specialize in producing goods at a price Americans are willing to pay. The U.S. government has trade agreements with many countries, but not all. The World Trade Organization (WTO) is an international, multilateral organization which sets rules for the global trading system and resolves disputes between its member states, all of whom are signatories to its approximately 30 agreements.
11. As closure for this activity, ask students to create a concept map selecting one household item on their survey and then make the connections that product has to other resources, businesses, and careers. Can the students trace the product back to the farm or another natural resource such as oil (plastic)? Does the product’s principle ingredient come from another country? You may want students to identify the location where the connections on their concept webs occur.
12. Finally, as a class, discuss again the questions noted in the Engagement section of this lesson.
13. Revisit the question, "How does U.S. agricultural production impact trade, influence economic interdependence, and foster sovereignty?" (Historically, agricultural exports have exceeded agricultural imports as a larger contributor to U.S. trade. In addition, a surplus of agricultural products provides jobs along the supply chain and in the trade sector. U.S. trade relies on agricultural goods to foster relationships with countries where we need their products, and they need our food and fiber products creating an interdependent relationship. Lastly, because we have a food surplus our ability to provide for ourselves adds a measure of sovereignty. Find more information in the 2000-Present Agricultural Exports main event tile)

Supporting Question 4: Why should natural resources be conserved?

Note: This is a very busy activity! Be sure to have plenty of space, and conduct this activity where students will not disrupt other classes. Review the directions carefully and note the preparation time that is required.

Preparation

1. Tape the tarp onto the floor in a central area. If you are doing this in your classroom, move all the desks against the walls. Draw a large circle (at least four feet in diameter) onto the center of the tarp to represent Planet Zorcon.
2. Copy enough Zorcon Research Staff ID Badge sets for your class, printing each set on a different color of paper (for the purpose of clean-up; same colors go together). There are five badges per group, so if you have 30 students, you will need six sets. You will also need some students to serve as Government Inspectors—if the number of students in the class is not evenly divisible by five, you can assign the remaining number to this role.
3. For each group, place one set of Zorcon Research Staff ID Badges, 5 spoons, and 2 cups in a gallon-sized Ziploc.
4. Fill another Ziploc with the "resources" (see the Materials list).
5. Print or set up a computer/projector to project the Planet Zorcon PowerPoint to guide you through the following activity.

Trip Organization

1. Form cooperative-learning work groups of five students each. Have one student pick up a bag of materials, ID badges, spoons, and cups. Instruct the groups to select a badge "job title"—Project Director, Surveyor, Data Collector, Security, or Resource Specialist.
2. Have the surveyor for each group pick up a Resource Inventory activity sheet for their group and have the data collector fill in the name for each person's role.
3. If you have an odd number of students in your class, assign three or four students as Government Inspectors. Have the Government Inspectors check to see that each sheet is filled out properly. The role of the inspectors will be to oversee each trip and to monitor behavior on Earth and on the other planet. They are allowed to give fines for improper behavior, which includes things like pushing, yelling, theft, and talking back to the government. Fines may range from one piece of any resource up to an entire trip's resources. Before they give a fine, they must check with the head of the government (the teacher).
4. Discuss the Resource Inventory activity sheet. Remind students of the differences between renewable, nonrenewable, and inexhaustible resources. Ask them to place an R, N, or I in the first column on their activity sheets to indicate whether each resource is renewable (R), nonrenewable(N), or inexhaustible (I).

Trip 1

1. Explain that this activity depicts life on Earth in the year 2094. Most of Earth's resources have been depleted, and nearly all water is polluted. A new planet, Planet Zorcon, has been discovered that has plenty of resources and is completely pollution-free. At this point, dump all the resources onto the circle representing Planet Zorcon.
2. Have the Surveyors line up at least 15 feet away from the planet with a plastic cup and a plastic spoon. Indicate that their task is to travel from Earth to Planet Zorcon and collect as many resources as they can. They must pick up the resources with the spoon, one piece at a time, and place the resources into their cups. On the signal "GO," they should run to the planet and begin collecting.
3. A Government Inspector should be sent to the planet to monitor behavior, levy fines, and time the duration of the resource collection—20 seconds for Trip 1.
4. The Surveyors can travel at their own speed on their trip back to the earth. The group should help count the resources and provide this information to the Data Collector who should record the counts on the "Resource Inventory" activity sheet.

Trip 2

1. Have each group discuss what they would like their Surveyor to collect on the second trip. For the second trip (Trip 2), the Surveyor can collect any way he/she wants but must use the spoon to pick up resources and must put the resources in the cup. Time for this trip is 20 seconds. "Ready, set, GO!"
2. Return and record data. Levy fines as needed. Have the Project Director in each group lead a discussion on what the group members should "do" or "make" with their resources and write their ideas on the back of their activity sheet. The group should outline a plan for how best to use the renewable, nonrenewable, and inexhaustible resources and what to collect on the next trip.

Trip 3

1. For Trip 3, the government has issued some restrictions and students will have only 10 seconds to collect resources. The Resource Specialist will accompany the Surveyor. Both can bring a spoon and all resources must fit in the cup. They should pick up one resource at a time on the spoon. Heavy fines may be levied if any group uses this method of collection. "Ready, set, GO!"
2. Return and record data. Levy any fines, if needed.

Trip 4

1. Indicate that Trip 4 is the last trip the government is going to allow to Planet Zorcon. This time anyone can go to collect, and 15 seconds will be allowed for collection time. The only restrictions are that the resources must fit in the groups' cups, and the fine for any personal injuries will be a loss of all resources. Each person may take a spoon.
2. Tell students that the unknown mineral (spaghetti), has been identified as a rare mineral with special properties. Water is the largest part of its crystal structure. When the crystals are exposed to Krypton gas, the water is released as pure water. When returned to the air, they recrystallize and recharge by absorbing water from the air. The mineral can be used indefinitely. Only pieces that are not broken will count.
3. Suggestion: Some of the Government Inspectors and group Security people may need to stay on Earth to guard the previously collected resources. The others should travel to the planet.

Activity Discussion

Discuss the activity covering the following topics:

• What did you collect? Why?
• What challenges did you experience?
• What role did the government play?
• How evenly were the resources distributed?
• What does the new planet look like now?
• Would you be able to live there?
• Why didn't anyone think to protect the planet?
• Are the damages your fault or the government's fault?
• What careers are there in natural resource management?
• Did you need a security person?
• What was your main motivation for the last trip?
• Which resources were most valuable? Why?
• Can you restore the new planet to its original condition?
• What resource specialists would be needed?

Conclusion

Ask the students, "Why should natural resources be conserved?" (The future of our planet depends on human behaviors that we can control and our reaction to things we can't control, such as the weather and earthquakes. If no action is taken to manage how we use natural resources, nonrenewable resources can be exhausted, the quality of inexhaustible resources can be damaged, and the ability to replenish renewable resources can be lost. Managing natural resource use requires managing human behavior, which is a complex endeavor. There are many careers available in natural resource management ranging from research and education to policy development and law enforcement.)