Module Two - Groups Make Decisions

Concepts

• decision making, rules, laws, change, leadership, choices

• identify various rules/laws.
• make connections between rules/laws and their purposes .
• learn to work with a group to make decisions.

Students will:

• value rules/laws.
• appreciate decision-making processes.

Students may:

• participate in decision-making situations.

• The teacher may use the case studies included or make up others that may be more relevant to the students to illustrate important rules and laws. Read/tell the case studies and discuss why the rules or laws are important and what might happen if they are not followed.
• Have students list a variety of rules and laws that they have to abide by. Link them with their purposes and discuss the consequences of not following them. Ask, "What would happen if this school had no rules? the community had no laws?" Discuss the rules and laws designed for our protection and safety.
• The teacher may choose to have students find out the different kinds of decisions the local mayor or other leaders make. Have students run a campaign and elect a "Mayor of the day" or "Monitor of the week". Determine the tasks and possible perks of the position ahead of time.
• Give students an opportunity to practice decision making in practical ways (e.g., seating plan).
• Design hypothetical situations for decision making. For example, imagine that the class is actually a group of animals living in a forest. The animals see that a major logging operation is coming through. Have students make cards with the names of different animals (e.g., eagle, squirrel, skunk, bear). Everyone, including the teacher, picks a card and role plays that animal for a big meeting. The person who picks the bear is the "king" and conducts the meeting. Everyone expresses what their own needs are (e.g., eagles need to be close to water for fish and very large trees for nests) and suggests what they should do or where they should move.
• Explore ways that different groups (e.g., Brownies, community rink) make decisions. Use fictional or real situations to role play making decisions. Make comparisons.
• Debrief all hypothetical or real decision making experiences. Discuss how the decisions were reached, how the students felt about the process, whether all the alternatives were considered, and how they feel about the outcome.
• Have the students research issues around endangered species, zoos, and nature reserves. Guide the students to see the issues from various perspectives and make decisions on the basis of as much information as possible.

Module 2: Activity Guide

Explore the needs for different laws in different places and different times. Read or tell the following case studies to the students.

• In many places in India there is a law against gathering fire wood close to communities.

  Why do you think such a law is necessary?

  In India many women cook over an open fire. They need firewood for their fires. One of their chores during the day is to gather firewood. The continuous gathering of wood near some communities has stripped the surrounding vegetation.

• In Saskatchewan we have a law against transporting firewood in your trunk.

  Why do we need this law?

  In recent years many elm trees in Saskatchewan have been suffering from Dutch Elm disease. This disease is spread by a beetle. When people take firewood from a campground into the city they are risking the chance of spreading the disease.

  Ask students if they think it is right for people to take wood from campgrounds into the city for their own use. (Other campers have to pay more because the costs of maintaining the campground are higher and the spread of the disease affects everyone when we lose trees.)

• In some small communities in Saskatchewan there is a law that says you can't drive your snowmobile down main street, but you can drive across main street.

  Why is this law necessary? Would this law be necessary in a big city? Would this law be necessary in your community?

  In some communities, particularly northern communities, the skidoo is used to carry on everyday activities as opposed to recreation. In these cases it may be necessary to drive your skidoo into town. Driving down main street may interfere with other traffic. Being able to drive across main street would allow accessibility to the area without interference with traffic on main street.

  Use the following case studies as examples of needing to change laws according to changing times. Tell them to the students in story format.

• Pine House is a community in northern Saskatchewan. Not too many years ago most of the families had dog teams they used for transportation. In those days the families would keep their dogs outside their houses. In recent years people have started using other methods of transportation such as snowmobiles. With fewer families keeping dog teams, residents are starting to notice the noise from the few dog teams that are kept in town. They are thinking that it is time for a change in rules regarding dogs being kept in town. There is talk that a law is needed saying that a family can keep only one dog in their yard and that dog teams have to be kept at least six kilometres out of town.
• At one time most families in Saskatchewan had horses they used for transportation. Many houses in towns and cities had barns where people could keep their horses. Other people kept their horses in the livery stable. When they wanted to go somewhere they would get their horse from the livery stable. They would pay the person who ran the livery stable to look after their horse. As people started to use other methods of transportation, the cities and towns began to make laws saying that people could not keep horses or other livestock in the city or town.

Use the following example to further develop understandings about the need for new laws.

• Some communities are considering the possibility of creating a new law that will require children under the age of sixteen to be off the streets by ten o'clock. This new law would be a curfew.

  Why would it be necessary to create a curfew in some communities?

Explore the different ways that groups (e.g., family, classroom, school, gym club) make decisions.

Read the following case study and then retell it to your students in a story format:

• In a faraway country there is a city surrounded by beautiful mountains. At one time those mountains were covered with trees. In that country many women cook over fires. The trees on the surrounding mountains provided wood for the fires. It was the job of the women and girls to gather wood for these fires.

  As the population of the city grew and grew, the women and girls gathered more and more wood from the surrounding mountains. There were fewer and fewer trees on the mountains and they had to travel farther and farther each time to gather wood.

  Eventually the mountains were bare. All the trees were gone. Wild animals such as tigers and peacocks that lived in the area began to disappear because their habitat was gone. Concerned citizens became alarmed at the disappearance of the trees.

  The local government decided that something must be done to stop the damage. They made a law forbidding people to take wood from the mountains near the city. They started a project to replant trees on the mountains. They asked the teachers and students to help them. Someday there will again be trees on the mountains. Perhaps the tigers, peacocks, and other animals will return.

Decisions in Saskatchewan and Jilin

Compare a decision made in Saskatchewan's twin province Jilin to one made locally. If the students are unfamiliar with the location of Jilin, find it on a map and discuss its location before telling the following story.

• Jilin has set aside an area in the northwest part of the province for a nature reserve called Momage. This reserve is known for its beautiful scenery and pure, fresh air. If you visited this reserve you would see lakes and rivers, marshes and reed ponds, grasslands and woodlands. The reserve provides a natural habitat for many wild animals and birds.

  There are many lookout points on the reserve for bird research and bird watching. There are 173 kinds of birds living on the reserve. Among the rare species are the red-crowned crane, white-naped crane, white-headed crane, demoiselle crane, gray crane, white crane, swan, mandarin duck, white stork, golden eagle, and bustard (buzzard?).

• The Last Mountain Nature Reserve is the oldest nature reserve in North America. It was set aside for a nature reserve over one hundred years ago, before Saskatchewan was made a province. It is at the northern end of Last Mountain Lake.

  At that time there were plans to build the railway up the east side of Last Mountain Lake. The local people realized that many settlers would follow the railway into the area. The local people also realized that the area around the northern end of the lake was very special. It was a place where almost all the species of birds on the prairies could be found. There was also abundant animal life. Hundreds and hundreds of birds came there every year to nest. The people knew that if humans settled in that area it would ruin it for the birds. They approached Edgar Dewdney and explained the situation to him. Edgar Dewdney was an amateur botanist and he became very interested in the area. He wrote a letter to the Sir John A. McDonald in March 1887.

• What was important to the people who made the decisions in the scenarios above - the preservation of birds or economic development?
• Can wildlife be preserved and have economic development at the same time?

Compare the Saskatchewan wildlife area with Momage in Jilin. Have interested students find out information about bird and animal species living in the wildlife areas. Make a list of bird species living in Saskatchewan wildlife areas and compare it to birds living in Momage Nature Reserve. (When comparing the Last Mountain Lake National Wildlife Area with the Momage wildlife area in China, point out that Momage is made up of several different habitat types. Ask students what they would expect to find if they started to compare different types in both wildlife areas (i.e., Momage would likely have a greater variety of wildlife because of the greater variety of habitats).

Making decisions about endangered animals

Do a mini study of the whooping crane. Note that many of the rare species in Momage are cranes. Speculate as to why so many varieties of cranes are endangered. Interested students could explore the differences between cranes in China and cranes in Saskatchewan.

Use aerial photos, charts, old photographs, and map in the pamphlet Last Mountain Lake National Wildlife Area, to develop mapping skills.

Remind students that governments undertake many different projects. Use current events to identify and discuss other current projects. Learn about the preservation of grassland in Grasslands National Park in southern Saskatchewan and the preservation of sand dunes in Athabasca Sand Dunes Provincial Park in northern Saskatchewan.

Athabasca Sand Dunes Provincial Park
Saskatchewan Environment and Resource Management
Parks and Facilities Branch
3211 Albert St.
Regina, SK
S4S 5W6
Tel: 787-2856

Grasslands National Park
P.O. Box 150
Val Marie, SK
S0N 2T0
Tel: 298-2257

Invite a Wildlife Conservation Officer to speak to the class.

Making decisions about zoos

Have students use a variety of learning resources including encyclopedias, computers, and other resource materials to find out about zoos. Some zoos to study could include Chicago zoo, Tokyo zoo, Stanley Park zoo in Vancouver, and London zoo. Find out some facts about the biggest zoos in the world and locate them on a map of the world. Students or other people in your community may have visited a zoo. Use the materials you find to consider the following questions:

• What is the purpose of zoos?
• What are the advantages and disadvantages of having a zoo in a community?
• Do zoos provide a service beyond entertainment?
• Is it important to get endangered animals and put them into cages or confined areas?
• What are some of the problems connected with getting animals to mate in captivity?
• How do zoos get the money they need for operating? What are sources of revenue?
• What are some of the other alternatives to protecting endangered species?

Incorporate relevant current events and science materials.

Decisions related to disasters

Explore changes caused by nature which affect communities. Consider storms, floods, volcanoes, earthquakes, drought, blizzards, and other natural phenomena. Identify the changes that result from these. Make comparisons.

Identify decisions made within communities in response to natural disasters.

Learn about disasters during the year when they occur using current events. Reflect on how communities help one another in times of need.

Learn about preventing disasters. Explore various scenarios regarding safety related actions. For example, identify safety precautions like the following:

• wearing a face mask while playing goalie,
• crossing at the corner instead of jay walking,
• wearing a helmet while riding a bicycle.

Influencing decisions

Guide students in brainstorming how they would like to make their school or neighbourhood a better place. (For example, "Should smoking be allowed on the playground?) Web their ideas on the board.

Use synectics to extend thinking about this understanding. Use the stem: Doing a small thing to help can be like _______. Have students think of different ways to complete the stem.

Use the following scenario about Dokar Drivers to illustrate how a job can be lost as a result of changing technology and decision making.

One day the residence of Salatiga read in their local newspaper that the local government was considering abolishing dokars. They did not want any more dokars in their city.

Divide students into groups of six. Each group of six is further divided into sub-groups of three. One group of three brainstorms ideas why dokars should be kept; the other brainstorms reasons why dokars should be abolished.

Groups of six each present their arguments to the class in an informal discussion. Record the `pro' and `con' ideas on a chart. Add new ideas as each group presents their arguments.

Some arguments for dokars may be:

• they provide employment for almost 300 men in this city alone;
• they are environmentally friendly, non-motorized forms of transport in an increasingly polluted world;
• they are unique to this area of the world and represent a technology that was developed to meet the needs of people in this part of the world;
• they are a tourist attraction; and
• horse dung on the street is not as environmentally unsafe as exhaust.

• they are slow in traffic;
• they look backward in a city that is trying to look modern;
• horses sometimes are frightened and rear up when there is a lot of other traffic; and
• horse dung on the streets is unpleasant.

Continue the activity by explaining:

• The dokar drivers were shocked to hear the local government wanted to abolish dokars. A group of students became aware of the issue and sent a letter to the local government, arranged a dialogue with officials, and helped the dokar drivers organize the Association of Dokar Drivers.

• to ensure the continuity of the traditional dokar as a means of transport;
• to improve the welfare of the members; and
• to participate in creating and maintaining a good environment.

Ask students to reflect in their journals about how they would feel if they were dokar drivers.

Explore how the loss of jobs would effect the families of the dokar drivers. Identify changes and sacrifices family members would have to make when an income earner loses a job.

The teacher and students may decide to plan a citizen action project if there is an issue that is important and relevant to the students.

As students do citizen action projects, help them understand that every small contribution is significant in the big picture. Teach them the saying, "Think globally, act locally."

Citizen participation

In an election year simulate an election at the time of an election. Use current events.

Identify various decisions made by local government and changes that result from the decisions.

Discuss the importance of citizens being knowledgeable about government decision making. Choose an issue and find out the different opinions about the issue. Make contact with the government involved and express your concerns as a class. Communication may be pointing out specific views.

Emphasize that big change can be brought about by many smaller actions and that everyone's contribution is important. Make a rap, song, poem, chant to reflect this understanding.

Suggested Resources
(listed in other bibliographies and catalogues)

Resources - law

I Do Care (MHP, V8249 )

Resources - wildlife

Animal Special (MHP, V8428)
Animals (MHP, V5034)
Anne Laure and the Wolves (MHP, V8214)
Animal Orphans Sharon M. Hart (ELA)
Baby Animals Series: Khana the Tiger Derek Hall (ELA)
Catching the Wind Joanne Ryder (ELA)
Colony Island (MHP, V6455)
Dream Wolf Paul Gobel (ELA)
Giant Panda Jin Xuqi and Markus Kappeler (ELA)
The Mountain Goats of Temlaham William Toye (ELA)
Prairie Dogs `The Little Fellows' (MHP, V6476)
Red-Crowned Cranes (MHP, V8417)
Wetland Wilderness (MHP, V5055)
Why Are The Forests Disappearing (MHP, V2538)
Sanctuary...The Redberry Connection
Redberry Pelican Project
Where Summer Takes Wings

Redberry Lake Migratory Bird Sanctuary
Box 309
Hafford, SK S0J 1A0
Fax: 549-2304

Last Mountain Lake National Wildlife Area
Cat. no. CW66-86/1987E
ISBN 0-662-15314-6

Last Mountain Lake Wildlife Management Area
Box 280
Simpson, SK S0G 4M0

Water at Work
Wetland Conservation and North American Waterfowl Management Plan
Saskatchewan Environment and Public Safety
Walter Scott Building
3085 Albert Street
Regina, SK S4S 0B1

Send away for the following information:
Hinterland Who's Who: Swift Fox ISBN 0-662-15859-8
Hinterland Who's Who: Piping Plover ISBN 0-662-17198-5
Endangered Species in Canada ISBN 0-660-13635-X
Prairie Threatened Wildlife - Burrowing Owl ISSN 1180- 0941
Hinterland Who's Who: Whooping Crane ISBN 0-662- 11955-X
Alberta's Threatened Wildlife - Swift Fox ISSN 1180-0941
Grasslands National Park QS-R121-000-BB-A3
Grasslands National Park published by Environment Canada Parks Service

Above pamphlets may be obtained from:

Environment Canada
Canadian Parks Service
P.O. Box 150
Val Marie, SK S0N 2T0
Tel: 298-2257