Geographic Alliance of Iowa

Developing a Sense of Place
Through India's Diversity:
Using a Structured Discussion and Role-Play
by Kay Weller

 

Grade: 4-graduate students at any university

I have used this in all sized classes up to 85 students. I have no reason to believe that it can= t be used in classes of at least 200. This activity can be modified for ANY age group simply by generating the questions at the level of your student.

Goal: To understand how diversity and one= s own experiences can affect decision making.

Objective: TSW participate in a discussion and write a summative essay related to the discussion.

Standards: 1-18

Depending upon the issue addressed in discussion, this activity/lesson can relate to many different standards.

Procedures:
  1. Prior to class time generate a series of questions relevant to an issue involving India= s diversity. Put in power point but do not have all questions visible at the same time. Save one summary question to be used as the assessment.
  2. Decide on stakeholders that might be related to the issue and write on an index card. Such as Prime Minister, Parliamentarian representing ________, business person that might be related to the issue, person living near the issue, etc. etc. Generally I try to have enough stakeholders that each group is different but I have found that in large classes I have to adjust by making multiple groups of some stakeholders.
  3. Divide the class into small groups. This may depend upon the size of the class and the way the room is arranged. For example, at tables use the entire table, in an auditorium perhaps 4-5 students. The important thing is that they can easily communicate.
  4. Give each group a stakeholder card. Instruct them to discuss the question in their group from the perspective of the stakeholder for about 5-7 minutes. This sometimes depends on the question and how controversial it might be. For example, child labor could be a topic.
  5. Bring the group back together and call on the various stakeholders to give their groups perspective.
  6. For question 2, 3, 4, etc., have groups pass their stakeholder card to the group in a clockwise fashion. If possible have all groups role-play each stakeholder. I find this is the most effective but often not possible because of the size of the class and the groups.

Assessment:

Following the discussions it is well to have each student do a written essay based on the final question. This should be a summative question that challenges students to think about the issue using the various perspectives to generate their own opinion and defend it.

Structured Discussion Questions for a grade 13 (university freshman level class):

Topic A: The nuclear arms race in South Asia

Select Stakeholders from the following depending upon how many groups you need. Include additional for very large classes or double the numbers of groups (two groups that are UN representative, for example: United Nations representative, United States Secretary of State, Prime Minister of Defense India, Minister of Defense Pakistan, Minister of Defense Bangladesh, person in India, person in Pakistan, Prime Minister of UK, Minister of Defense South Korea, Minister of Defense North Korea, Emperor of Japan, Head of State of China, Minister of Defense Thailand, Minister of Defense Vietnam.

Questions:
  1. Are there nuclear weapons in South Asia?
  2. Who should determine whether or not nuclear weapons should be banned?
  3. Who should determine whether or not India and Pakistan (or others) are truly disarming?
  4. What should be the consequences of not disarming?
  5. Who should be responsible for nuclear arms inspections?
  6. Should nuclear weapons be banned in all of South Asia or just in certain countries? (large group)

Topic B: Air pollution and Condensed Natural Gas (CNG)

Stakeholders: Environmentalists, Member of India Parliament, Dr. Tewari Director of National Institute of Urban Planning, urban dweller, Delhi government official, taxi driver, auto manufacturer, auto rickshaw driver

Questions:

  1. Should government require all vehicles in India be converted to CNG?
  2. Should government require only public transport vehicles such as taxis and auto rickshaws be converted to CNG?
  3. Should only new vehicles be required to be CNG powered?
  4. Should other measures be taken to control air pollution?
  5. How will the government handle the numbers of unemployed if they are unable to afford converting public transport vehicles taxis and auto rickshaws to CNG?
  6. How should national, state and local government share power over this environmental issue (large group)?

Topic C: Rural-urban migration

Stakeholders: City government official, Dr. Tewari Director of National Institute of Urban Planning, urban apartment dweller, urban home/apartment owner, Member of India Parliament, squatter, environmental protection officer, a hotel chain looking to put a large hotel in a central city location

Questions:

  1. What, if any, services should be supplied to tent (squatter) cities within the central city?
  2. Should inner city tent cities (squatters) be removed to outer edges of the metropolitan area?
  3. If squatters are removed what should government provide for those people?
  4. What are some ways other than removal that government can prepare squatters to improve their A lot in life?
  5. How should national, state, and local government share power over this issue? (large group)