Selecting
investments At the beginning of each of the three rounds, the groups have 2-5 minutes to select the industries they wish to invest in for economic development during that era. They may choose to remain farmers throughout the game, but a variety of other industries are presented for their con- sideration (see Industry Cards). Six choices are available in round one, and new investment possibilities (Industry Cards) are added each round. The groups record their choices on chart paper, keeping them secret from the other groups, and then pay the Banker one unit of money (bead) for each industry. If they wish, they may invest more than one bead in a single industry, in which case their profits — and environmental impacts — for that industry will be multiplied. Since industries generate different levels of financial
return, varying amounts of money can be made. However, students need to be wary of the hidden costs of their deci- sions: the environmental impacts of some of the industries are punishable by loss of land. It may seem straightforward for planets to avoid investing in these industries. However, during rounds one and two, the future environmental conse- quences are not revealed until after the students have made their investments (a situation that raises discussion of the lack of environmental awareness during that time in history). Furthermore, the temptation of profit often exerts a strong pull toward a particular investment, despite its potential consequences.
Assessing environmental impacts
After the groups record their investment decisions, the Banker distributes the anticipated profits (beads) according to profits stated on Industry Cards. But just as the groups are enjoying the wealth that comes with development, the Environmental Impact Agent steps in to reveal the environmental impact penalties (i.e., land to be forfeited) resulting from industries that damage the environment. The agent then removes the appropriate number of cushions from each planet (refer to the “Environmental Impact Penalty” column on the Planet Transit Accounting chart). For example, a group who invested in the coal industry will receive a six-bead profit, but will lose four cushions — a penalty they were unaware of when investing in and reaping the profits of their coal mine. For each industry resulting in an environmental impact penalty, the agent asks: Why is this penalty appropriate? What impacts would this industry have on the environment? When land is lost, students are forced to squeeze
onto their reduced cushion space to avoid “falling off their planet.” This makes the game fun and instills a feeling
Page 16
Students show their investment choices and net profits for 1920-1960 Restoring land
that actions have conse- quences. It also makes the game more life- like, as it reflects the ramifications of the destruction of natural resources, such as the present-day struggle for access to fresh water. Experiencing the conse- quences of their deci- sions after each round provides an incentive for the groups to make better-informed deci- sions about what to invest in the round(s) that follow.
By the third and final round (the period 1960–2010), some of the planets may be in trouble. Having nearly run out of land (cushions), they realize that money alone is not going to win them the game. Fortunately, there is a way for groups to recover land so that their planets are not completely wiped out: cushions can be gained back by giving a certain number of beads to the bank. This represents spending money on pollution cleanup and land restoration in order to undo some of the damage that has been done in previous rounds. (Refer to the “Land Restoration” column on the Planet Transit Accounting chart for the suggested number of beads to be paid for each cushion regained.) In addition to paying fees, the groups are required to state their plan for land restora- tion (e.g., planting trees) or for making changes to reduce the impact of an industry (e.g., switching to cleaner manu- facturing processes or reusing waste byproducts). The opportunity for land restoration takes place before
investing in round three; therefore, there is no chance to fix environmental damage resulting from decisions made in the third round. However, before the third-round purchase of industries commences, students are informed that in this final round green technology options are available for each indus- try. They may pay the regular purchase price of one bead per industry, or they may opt to pay the higher green technology price (as shown on the Planet Transit Accounting chart). If they choose green technologies, the environmental impacts of the industries they invest in will be halved. This instigates discussion of the costs and benefits of their investments.
Planets in transit
A twist occurs at the end of the final round when the groups are ordered to move from their cushions to the planet next door. This can evoke mixed emotions or outright chaos, as some students will have identified strongly with their objec- tives and be very angry to be forced to live on a planet their neighbors were controlling — and destroying (some planets might not even exist anymore!). Of course, the opposite may also be true. This finale raises discussion of not-in-my-back- yard attitudes, of disparities in access to natural resources, and our collective responsibility for the management of resources.
GREEN TEACHER 83
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56
