Lesson Plan: Amazon Rainforest Defenders Confront Violence, Encroachment and Politics (Econ.)

Subjects:

Economics, Civics/Government

• This lesson would fit in an early unit of economics. The lesson deals with self interest, government regulation, market systems and production possibilities curves.

Lesson Duration:

One or two classes/periods

Essential Questions:

• What role does the government play in protecting the environment from economic development?
• What are the interests of various stakeholders or groups with regard to the use of land in the Amazon rainforest?
• How have the interests of various stakeholders come into conflict in the Amazon rainforest in recent decades?

Lesson Objectives:

Students will:

• Examine the role that self interest plays in determining government policies that people support.
• Explore the conflict between environmental interests and economic interests.
• Create production possibilities curves that demonstrate how government policies would affect economic productivity in Brazil.

Materials:

• Student Activity handout
• Retro Report video “Amazon Rainforest Defenders Confront Violence, Encroachment and Politics” (Transcript;  Transcripción en Español)
• List materials in the order of use. Format the following way, please: Exact title of resource | Source (with links to each)

Procedure:

1. Explore examples of points where economic interests and environmental interests come into conflict in our society today.
2. Have students brainstorm or research an example of environmental interests coming into conflict with economic interests. Or, provide students with a local example to discuss.
3. In the discussion, consider examples of people’s economic interests and environmental interests.
4. Distribute the Student Activity handout and begin with the opening activity. Students will view the Retro Report film “Amazon Rainforest Defenders Confront Violence, Encroachment and Politics” (Transcript; Transcripción).
5. Students will answer the questions on the handout as they view the Retro Report film.
6. Students may need to watch the film more than once. This can be done as a class or individually.
7. Direct students to the next section of the activity handout and allow time for them to complete their assigned evaluation of group interests based on the group they are assigned.
8. Students should be assigned to one of five groups and assigned one of the groups listed on the handout. After completing their section each group should share their answers with the class.
9. The groups are:
   1. Kayapo people
   2. Cattle ranchers
   3. Rubber tappers
   4. Gold miners
   5. Environmentalists
10. Students will complete the Production Possibilities Curve section of the Activity handout. Students should be given time to complete the activity on their own. The teacher should assist students who may need help showing change on a production possibilities curve. Some students may not have mastered the ability to show change on a production possibilities curve. The teacher should monitor student progress and assist where needed. For more information about Produce Possibilities Curves, please consult the following resources:
    1. Production Possibilities | Federal Reserve Education
    2. Production Possibilities Curve | EconEdLink
    3. What is the Production Possibilities Curve in Economics? | The Balance
11. After students have had an opportunity to complete the activity, they should into groups of 2 to 4 students. Students will compare and contrast their responses with their group.
12. The teacher will assign each group a production possibilities curve to draw on board or share with the class in whatever format is available to the teacher. (paper, electronic, etc.)
13. Each group should choose a representative to draw one of their production possibilities curves on the board or share in the format designated by the teacher.
14. The teacher will provide constructive feedback on production possibilities curves that have been shared. The teacher will address mistakes and correct them, while also giving positive feedback for correctly drawn aspects of the production possibilities curve.
15. Key for the production possibilities curve activity is provided:
16. Exercise 1 KEY: Students should have an initial curve drawn, then add a new curve to the right of the initial curve. Arrows should be drawn showing that the curve shifted right or outward.
    1. Draw:| |
       | :—- |
    2. Explain: Explanations may vary, but they should say that as the trees are removed, it will result in more cattle ranching and increased beef production. They should also apply a similar reason for increased gold production.
17. Exercise 2 KEY: Students should draw an initial curve. They should move the portion of the production possibilities curve representing beef to the left or inward. They should not move rubber production.
    1. Draw:| |
       | :—- |
    2. Explain: Explanations may vary, but students should say that as the restoration process begins, cattle ranchers will have less land to produce beef on, resulting in less beef being produced. In the short run, the rubber production would not change. In the long run it would increase as new trees matured and began to produce rubber.
18. Conclusion/Wrap-Up: The teacher may recall the opening discussion regarding examples of how economic and environmental interests come into conflict.

Extension Activity:

1. An optional writing extension activity is provided at the end of the student activity handout. The activity provides students with the opportunity to write a persuasive paragraph where they have to choose a position and support it with evidence.
   1. Students may be given the opportunity to complete the extension writing activity in class or outside of class.
   2. Students may be given the option to share their paragraph with the class verbally or through an online classroom discussion board.

About the Author:

Jaime Leverington is a social studies teacher at Red Mountain High School in Mesa, Arizona. Jaime works with the Arizona Council on Economic Education as a teacher advisor.

Standards

College, Career, and Civic Life (C3) Framework for Social Studies

• D2.Eco.1.9-12. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.
• D2.Eco.3.9-12. Analyze the ways in which incentives influence what is produced and distributed in a market system.
• D2.Eco.8.9-12. Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes.
• D2.Civ.6.9-12. Critique relationships among governments, civil societies, and economic markets.
• D2.Geo.8.9-12. Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions.

Common Core Literacy Standards

• CCSS.ELA-LITERACY.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
• CCSS.ELA-LITERACY.RSIT.6.4: Determine the meaning of words and phrases as they are used in the text, including figurative, connotative and technical meanings.
• CCSS.ELA-LITERACY.WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection and research.
• CCSS.ELA-LITERACY.RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.