My internship placement at Dutch Fork HS was probable the most fun part of internship A. I spent my week of teaching in a CP Econ class with high school seniors and going into it I was terrified because I knew less about economics than anything else in the social studies. I taught about nine lessons on demand and supply which covered ideas of consumption as well as production. The best part was teaching marginal utility and how it effects demand and consumption in the lives of the students. I used dunkin donuts as the classroom activity to teach the diminishing marginal utility and students quickly understood how to apply it to real life decision making. A util, in economics, is equal to a unit of satisfaction that we get out of consuming certain products. The dunkin donut example was used by choosing a student and opening up a dozen donuts in front of him. He was asked to place a rating of 1-10 on how much satisfaction he got out of that first donut that he ate. Being that this student loved donuts, he said 10. I told him to have another and kept going until he was full or just simply didn't want any more donuts. The lesson learned was the diminishing marginal utility that we get out of our every day consumption.
At Irmo, during the Agriculture Unit of AP Human Geography, we studied the first, second, and third (green) agricultural revolutions. During the first agricultural revolution, people went from hunting and gathering to farming. This brought about greater production of food and crops and the ability for humans to settle down in one place rather than the nomadic lifestyle they were used to. The second agriculture revolution led to even more production with the inventions such as the heavy plow and the emergence of factories during the industrial revolution. The third, or Green Revolution, an American scientist went down to Mexico in the 1940's and was able to take infertile lands and revive them while also turning Mexico into a self sufficient country in the production of wheat. What we learned through the Green revolution was that through science and biotechnology, we could create more food and feed more starving people around the world. The problem was that, as we see throughout history, as food surplus comes about, population grows and also through some scientific advancements, environmental problems such as pollution come about. The artifact below is a Google Classroom assignment where I asked students to take what we learned in the Green Revolution and argue for or against the advancements of the Green Revolution. The students had just finished reading an article about the Green revolution in India in which the overpopulation of India was seen as somewhat of a result of the overproduction of crops through the Green Revolution.
At Irmo, during the Agriculture Unit of AP Human Geography, we studied the first, second, and third (green) agricultural revolutions. During the first agricultural revolution, people went from hunting and gathering to farming. This brought about greater production of food and crops and the ability for humans to settle down in one place rather than the nomadic lifestyle they were used to. The second agriculture revolution led to even more production with the inventions such as the heavy plow and the emergence of factories during the industrial revolution. The third, or Green Revolution, an American scientist went down to Mexico in the 1940's and was able to take infertile lands and revive them while also turning Mexico into a self sufficient country in the production of wheat. What we learned through the Green revolution was that through science and biotechnology, we could create more food and feed more starving people around the world. The problem was that, as we see throughout history, as food surplus comes about, population grows and also through some scientific advancements, environmental problems such as pollution come about. The artifact below is a Google Classroom assignment where I asked students to take what we learned in the Green Revolution and argue for or against the advancements of the Green Revolution. The students had just finished reading an article about the Green revolution in India in which the overpopulation of India was seen as somewhat of a result of the overproduction of crops through the Green Revolution.
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