LAND USE DEBATE / TOWN MEETING

Category: Debate

Learning Objectives:

1. Students will research, analyze, and orally defend an issue related to the use of geologic resources.
   
2. Students will defend their position in written form by composing a letter to an appropriate source.

Materials, equipment and/or facilities:

• Land use research materials
• Maps (Local, regional, global)
• Access to Internet web sites
• Newspaper or magazine articles about land issues in Utah
  (e.g., Future plans for development of the Snowbasin ski resort, wilderness area development or conservation, issues concerning the 2002 Winter Olympics, hazardous waste disposal, local landfill sites, construction of a road in a community, housing projects, business districts)
• Postage stamps and envelopes

MANAGEMENT CONSIDERATIONS:
This activity may be introduced as a debate or a town meeting depending on the preference of the teacher. The activity works best if the students are involved in the choice of topics. Debate formats and styles will vary with individual teachers. The following is one example of how a debate may progress.

Students may be assigned roles, but careful consideration must be given to make the debate / town meeting successful. Students who are not assigned to the panel should be assigned to prepare a written report and view point on the issue.

The moderator (a student chosen by the teacher because of their leadership ability) will introduce each of the panelists. The panelists should give opening statements not to exceed 2 minutes, alternating from pro to con. The panelist will then ask permission from the moderator to ask questions of the opposing team that pertain to their opening statements. The moderator allows the question to be answered by the appropriate individual. The moderator will then ask the opposite team to ask a question and the process continues for a preset limited amount of time.

To involve the audience (remainder of the class), allow questions from the audience to be directed to individual team members once the panel discussions have concluded.

Judging the debate is optional but is suggested that a neutral source be used (such as other teachers, media specialist, principal or vice principal). Students should be encouraged to dress up for the debate. Provide a name card and water for the debaters. Incentives for the winning team may be offered.

INTRODUCTION/BACKGROUND INFORMATION:

• Instruct the students to list ten ways that land is used by the biosphere (e.g., recreation, agriculture, mining, living space).
• List the responses on the board. Ask the students to rank the importance of the use of the land for the items listed.
• Tell the students that the utilization of the EarthÕs land is of global importance as human population grows. No other species on this planet is capable of altering the Earth as humans do. In the past, land use was not an issue of concern for man. The vast amounts of unclaimed land seemed limitless to our ancestors. Times have changed and we now realize that only with careful management of the land will we be able to continue to support the biosphere and the demanding needs of the people of the planet.
• Ask the students to explain the ways that an increasing population most threatens the land. Discuss the responses with the students.

A. Agriculture - Explain that as population increases so does the area needed to grow food to feed the increasing numbers. In many industrialized countries technology has provided a way for farmers to grow crops that yield much more than was previously possible. Technology does not come without a price. Pesticides, used to rid crops of pests that would normally decrease the crop yields, have in many cases proved to be toxic to other species in the environment as well. Pesticides have negatively affected the lithosphere, the biosphere, and the hydrosphere. Agriculture is also a threat in third world countries. The tropical rain forests in South America and in Africa are being cleared to grow crops to feed the increasing populations in those countries. Many species of both plants and animals in the rain forests are losing a battle of survival in the name of progress.

B. Living space - Ask the students to look at a map or globe of the Earth. Have the students list 10 or 20 of the most populated areas on the planet. Have the students determine the common factors of the populated areas (proximity to resources - especially water). Have the students determine the common factors of the sparsely populated areas. What do these areas have in common? (Lack of resources) Explain that there are vast areas on the planet where humans have not chosen to inhabit in great numbers. Usually resources in those areas are not easily available. Hence, populations choose to occupy land that is near the natural resources needed for survival. Areas that easily support human life are becoming more crowded and living space is becoming less desirable and less accessible. (California, Florida)

C. Technology - Explain that current technology has brought about machines that could do in one second what it would take man eons to do with the tools of generations past. Have the students list technologies that have impacted the land (e.g., mining machines, dynamite, nuclear weapons). Have the students list local examples of where technology has affected the land in the state of Utah (e.g., Kennecott, Beck Street Excavation area, Sharon Steel, Tooele Arm Depot).

D. Resources - Explain to the students that throughout history, manÕs search for resources to sustain and improve life has often led to the destruction of the surrounding environment. As the population increases so does the need for these resources. Have the students list the materials that are taken from the Earth, the importance of each resource to humans, and the effect that each one has on the land.

Sequence and duration of each part of lesson:
(2-3 CLASS PERIODS)

1. Ask the students to describe some of the areas or projects that are in the state that are currently being debated as to how best to use the land. Tell the students that they will be debating a land use issue in the class.

2. Decide which issues the students are interested in debating. One or several issues may be debated depending on class size and the materials available to the students for research.

3. Assign roles for the debate/town meeting (e.g., Corporate President, concerned taxpayer, city planner, Mayor, Governor, legislator, newspaper reporter, county commissioner, representative from environmental group, teachers, students, scientist, professor, statistician, surveyor, pollster, company workers).

4. Instruct students to prepare notes on the pros or cons of issues by reading articles related to the specific issue and similar issues from other areas in the country.

5. Tell the students to prepare an opening statement and questions for the opposing sides.

6. Instruct the students on the debate format and protocol (will vary according to the preferences of the instructor).

7. Hold the debate after the students have been given preparation time. Debate the issue in the format that has previously been discussed.

Evaluation: Evaluation will be based on the preparedness and participation of the individual student. Class or individual assessment may also be appropriate.