Textbook ReadingFood and Agriculture
Rubensten: Chapter 9 (pages 306-347) AMSCO: Unit 5 (pages 191-246) In this unit you will learn how and when agriculture began, how and where it spread (diffused), the agricultural regions of the world, what rural settlement patterns exist and how food production and consumption present challenges to the environment and people, as well as opportunities for positive change. Understanding the causes and effects of hunger at many scales is the big picture learning objective of this unit, and this connects closely with our service work. |
Main Concepts
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Media Links |
Day Starters |
Video #1: Man in the Maze Is our food system broken?
Video #2: The Neolithic Agricultural Revolution Video #3: The Industrial/Second Ag. Revolution Video #4: Drought and Famine Information: Legacy of the Green Revolution Information: Praise and Criticism of the Green Revolution Information: The Many Uses of Corn Article: "Our Food is Killing Us" the NYT LINK Research Link: Corn and Soybeans Rotation Strategy Research Link: USDA Organic: Learn More Foreign Policy: "The Blood Cries Out," land ownership in Burundi Have we reached "Peak Food?" Agriculture Infographics galore Humanity's Impact on the Planet: slideshow Fed.Government recommends less meat to fight climate change Women in Farming Infographic Nat. Geo: How "ugly" fruits and vegetables can solve world hunger. Fair Trade v. Direct Trade video Robots in Agriculture |
#1: Look at infographic #1 that is linked below. A. Record two facts that stand out. B. Explain why. C. Record one question. What would you like to learn? Infographic #1: Biodiversity
#2: Look at Infographic #2 linked below. A. What are some of the challenges facing the world as we look to the future and try to feed as many as 9 billion or more? B. List the three you need the most help to understand. Infographic #2: After the Millennium Development Goals, what now? Feeding the world post 2015 from the FAO(UN) #3: Using these two diagrams, compare Industrial and Local Food Systems: Link A. Observe two differences and write them down. B. Explain: why do you think the Industrial system is shown as linear and the local system is shown as circular? #4: A. Take a closer look at the pesticides commonly used in cotton production. B. You and your partner do some further research on the health effects of one of them using the sources on the second page. C. Record your findings. Pesticide Use in Conventional Cotton Production Day starters are explore & reflect prompts that we do as time allows. It is unlikely we will do all of them. I will let you know in the daily agenda when they are assigned. |