Mining: Environmental and Societal Impacts in Wisconsin and the Democratic Republic of the Congo

Grade Level: 6th-8th
Subject Areas: Science and Social Studies
Length of Unit: Up to three weeks

Summary

The following unit helps students critically examine the issues surrounding mining and mineral resources. Students will investigate the Crandon Mine controversy in northeastern Wisconsin, and contrast it with coltan mining in the Democratic Republic of the Congo (DRC). Students will learn to assess the complications inherent in mining, taking into account its environmental, economic, social, cultural, scientific, and political aspects. The unit begins with information and activities to help students gain a general understanding of mining. After the introductory activities, students study the Crandon mine controversy in depth. Students' understanding of this local environmental issue will help them connect with a mining controversy in the DRC. Students will explore the connection between the mining of coltan (found in cell phones, laptops, and video game consoles) and the funding of civil war. Students conclude the unit by using their knowledge of mining in Wisconsin and the DRC to create a list of international guidelines for mining that encourage environmental, social, and economic sustainability.

Goals

• Increase students' awareness of environmental issues on both local and global scales
• Foster understanding of students' citizenship in local and global communities
• Increase students' awareness of world geography and global connections

Wisconsin's Model Academic Standards Correlations
Environmental Education

• Questioning and Analysis: A.8.1, A.8.2, A.8.3, A.8.4, A.8.5, A.8.6
• Knowledge of Environmental Processes and Systems (Energy and Ecosystems): B.8.5, B.8.9, B.8.10
• Knowledge of Environmental Processes and Systems (Natural Resources and Environmental Quality): B.8.12, B.8.15, B.8.16, B.8.17, B.8.23
• Environmental Issue Investigation Skills: C.8.1, C.8.3, C.8.4 · Decision and Action Skills: D.8.1, D.8.2, D.8.4, D.8.8

I: General Mining

A. Objectives - Students will:

• Locate different types of mined materials present in their classrooms and homes, and determine where they came from, and the process used to create them;
• Discuss U.S. and international resource consumption;
• Develop an understanding of the mining process and present information on one type of mine in a jigsaw activity;
• Discuss and analyze a video about mining; · Observe the typical pattern of natural resource depletion;
• Graph and analyze data and results.

B. Activities

1. Conduct a class brainstorm to assess what the students already know about mining. Make a list of the ideas generated by the class.

2. Have the students guess what the building, furniture, and materials in their classroom are made of. Divide the students into small groups and assign each group one section of the classroom. Each group should guess the type of material each item is made of (wood, metal, plastic, glass, etc.), where it comes from, and the process used to create it. Students should note this information on a worksheet. Have the small groups present their guesses to the whole class. While the students present, clarify any misconceptions they have. Go over the correct answers in more detail focusing on the materials that are mined. For homework, have the students find five items in their home that consist of mined materials and note the material, location, and process. Use this handout, produced by the Mineral Information Institute (MII) to supplement the lesson.

3. Use the handout "Every American Born Will Need . . ." produced by MII. Have the students guess what the minerals are used for and where they come from. Then hand out "Baby Gains Nearly Half A Ton Last Year" and discuss how the minerals are used and why consumption in the U.S. is increasing. Then, compare U.S. consumption rates with those of other countries and discuss.

4. Once the students have a general understanding of which materials are mined, have the students learn more about the mining processes through a "jigsaw" activity. Divide the students into small groups. Assign each group a different type of mine, such as shaft mine, slope mine, and open pit mine. Have each group become "experts" on a different type of mine through reading and discussing. Then have the students create new groups with at least one member representing each type of mine. Have the students teach their new group about their mine and take notes while other students present.

5. Show the video, Mining: Discoveries for Progress, produced by the National Mining Association as a brief introduction to mining. Follow the video with a class discussion. Use the following questions to guide the students as they view and discuss the video: Who produced the video? Why do you think they produced this video? What facts did you learn? What message does the video send? Do you think this is a fair depiction of mining? Why or why not?

6. Introduce students to the effects that mining has on people and the environment. The United Nations Environment Program and the Environmental Literacy Council have overviews (see resources).

7. Have the students do a science lab on resource depletion. See Student Handout #1 (available in the pdf version of this unit).

C. Resources

1. Websites

Environmental Literacy Council
General information about mining and its impact on the environment and links to other sites

Geological Society of America

Mine Safety and Health Administration
Introductory slideshow about mining and additional information

Mineral Information Institute
Lesson plans and information for teachers

United Nations Environment Program
Information about the effect of mining on people and the environment

Women in Mining
Lesson plans and general information

2. Videos

Mining: Discoveries for Progress, 10 min.
An overview of mining produced by the National Mining Association. Video may be borrowed from the Wisconsin Center for Environmental Education (WCEE).

A list of general mining videos compiled by P&H MinePro Services.

II: Crandon Mine, Forest County, Wisconsin

A. Background Information

The Crandon mine controversy has spanned more than two decades. It began in 1976 when Exxon announced the discovery of zinc and copper near Crandon, a city in northeastern Wisconsin. In the early 1980s, Exxon submitted applications to begin mining. The proposed mine would be near the headwaters of the Wolf River in Forest County. In 1986, Exxon withdrew their permit application, citing depressed mineral prices. In 1994, interest was renewed in mining at the site through Crandon Mining, a partnership between Exxon and Rio Algom of Toronto. In 1998, the mining moratorium law was passed. This law requires an applicant to provide an example of a mining operation in the U.S. or Canada that has not resulted in significant environmental pollution. Soon after, Rio Algom bought Exxon's interest in the mine and renamed it Nicolet Minerals Company (NMC). From 1998-2002 NMC was bought and sold by various corporations. In April 2003, Northern Wisconsin Resource Group bought NMC. Then, in October 2003, the Mole Lake Sokaogon (so-COG-in) Chippewa and the Forest County Potawatomi (PAH-tah-WAH-to-mee) purchased NMC and lands associated with the proposed project site, and formally withdrew its permit applications. Opposed to the mine from its beginning, these two Native American groups stopped the mining project by buying it.

The Crandon Mine Project was controversial from its inception. Some people feared that sulfuric acid and heavy metals from the mine could reach the Wolf River, polluting the water and threatening tourism, an industry that plays a vital role in the region's economy. Other people hoped the mine would bring hundreds of jobs to a region that desperately needed them. The Sokaogon Chippewa feared that the mine could pollute lakes where they gather rice, threatening their way of life. The mining corporations claimed that they could point to examples of successfully reclaimed mines, therefore pollution of the surface and ground water was not a concern. Additionally they said they would use a number of controls to prevent pollution, including landfill liners and mixing of waste rock with lime, a buffering compound, so it would not become acidic. Yet opponents claim that there has never been a successfully reclaimed sulfide mine and that the pollution controls have not been proven effective. Opponents also point to the over fifty sulfide mines listed as U.S. Superfund Hazardous Waste Sites. A diverse coalition of over 50 interest groups came together to stop the Crandon Mine and call for strict regulation of mining in Wisconsin. Among the groups were the Sokaogon Chippewa, the Menominee, angling and hunting organizations, conservation groups, unionists, and rural and urban community members. When the Sokaogon Chippewa and the Potawatomi bought NMC, Wisconsin State Representative Spencer Black called it "not just a victory for the environment - it was a victory for the power of the people over the power of money" (Capital Times, 11/10/03). However, Peter Connor, a member of the family that last sold NMC, stated "By regulating this project out of existence, our local governments will remain poor and high-paying mine jobs will never be created. Officials in Madison can sleep well, but Forest County has lost millions of dollars" (Wisconsin State Journal, 11/10/03).

(Sources: http://www.dnr.state.wi.us, Gedicks 1996, Connor 2003, Black 2003)

B. Objectives

Students will:

• Locate and label political and physical features of Crandon Mine area;
• Make a timeline of Wisconsin mining history;
• Gain a general understanding of the plant/animal life and geological history of the Crandon region;
• Write a short paragraph about how they use copper and zinc;
• Conduct experiments to illustrate the effects of acid mine drainage;
• Discuss and analyze videos and newspaper articles;
• Write their own songs, raps, or poems about mining in Wisconsin;
• Evaluate the solution to the Crandon Mine controversy;
• Draft a letter to the editor stating their point of view about the Crandon Mine controversy.

C. Activities

1. Begin by asking the students if they have heard about the Crandon mine controversy and what they already know.

2. On a blank map of Wisconsin, have students locate the Crandon Mine, labeling nearby political and physical features. Here are two maps of the region: map1 & map 2.

3. Have the students make a timeline of the history of mining in Wisconsin with a focus on the area around the Crandon mine. It is interesting to note that people have been mining in Northern Wisconsin for thousands of years. Native Americans mined copper and early European settlers mined copper, lead, iron, and zinc.

4. Provide a brief overview of current mining in Wisconsin. Useful information available here, here and here.

5. Introduce students to the plant and animal life and geological history of the Crandon region. The DNR website has information and photographs.

6. The Crandon mine would have been a source of copper and zinc. Give the students information about the common uses of copper and zinc. For example, copper is commonly used in electric cables and wires, plumbing, heating, roofing and zinc is used in paint, rubber, and auto parts. Students should write a short paragraph about how they use copper and zinc in their everyday lives. Useful information on Copper and Zinc.

7. Illustrate the effects of acid mine drainage by having the students conduct a series of experiments using the following lesson plans: plan 1, plan 2 & plan 3.

8. Show videos that illustrate different perspectives on the mine debate. To help them keep track of the players, use Student Handout #2 (available in the pdf version of this unit). Some possible videos to use for this activity are: Keepers of the Water by Al Gedicks, Mining: Discoveries for Progress produced by the National Mining Association, and Exxon's citizenship video (available on their website). Some players include: Exxon, Wisconsin Manufacturers and Commerce, the Sokaogon Chippewa, the Menominee, the DNR, government officials, angling and hunting organizations, conservation groups, tourists, and rural and urban community members. For each video, conduct a class discussion based on the following questions: Who produced the video? Why do you think they produced this video? What facts did you learn? What message does the video send? Do you think this is a fair depiction of mining? Why or why not?

9. Have the students read and discuss newspaper articles about the Crandon Mine Project. The Wisconsin State Journal and the Capital Times have numerous archived articles online.

10. Once the students have a general understanding of the controversy, bring in speakers representing different perspectives. Have the students compile a list of questions for each speaker.

11. Have the students listen to songs from The River Rocks, a collection of music stories about Wisconsin's environment. Additionally, provide examples of socially conscious rap and poetry. Then, have the students write their own songs, raps, or poems about mining in Wisconsin and perform them for the class.

12. The environmental issue was solved when the Native American groups bought the Crandon Mine Project and associated lands in order to protect them. Have the students discuss the following questions in small groups: What motivated the individual or group in this story to take action? What types of action did they undertake? What barriers and challenges did they face? How did they overcome these barriers? Do you know stories where people faced a similar challenge? (From Pennock, M. & L. Bardwell. 1994. Approaching Environmental Issues in the Classroom. University of Michigan. p. 53). Have the students use Student Handout #3 (available in the pdf version of this unit) to evaluate the solution. Bring the students attention to the fact that though the region around the proposed Crandon Mine is protected we have not decreased our consumption of copper and zinc. Ask the students where they think this copper and zinc is mined.

13. Have the students read newspaper editorials about the Crandon Mine. Some examples include: Spencer Black's "Power of the People Prevails to Protect the Wolf River," and Peter O'Connor's "Mine's Demise Impoverishes County." Then have the students draft a letter to the editor expressing their support or opposition to the solution to the Crandon Mine controversy.

D. Resources

1. Articles/Guides

Black, S. "Power of the People Prevails to Protect the Wolf River," Capital Times. November 10, 2003.

McNutt, D. and Z. Grossman. "Crandon Mine Victory in Wisconsin Won By A Historic Alliance."

"Mining in Wisconsin." National Mining Association. 2003.

O'Connor, P. "Mine's Demise Impoverishes County." Wisconsin State Journal. November 10, 2003.

2. Websites

Clean Water Action Council

Exxon Mobil Corporation
Of interest are "Corporate Citizenship" and the citizenship video

Forest County Potawatomi

Mineral Information Institute
Describes minerals and their uses
Copper - Zinc

Mining Moratorium Law

Sokaogon Chippewa
Has historical and cultural information

Wisconsin Department of Natural Resources
Has general information about mines in Wisconsin as well as information about the Crandon mine

Wisconsin Historical Society
Information about the history of mining in Wisconsin

Wisconsin Manufacturers and Commerce

Wisconsin Resources Protection Council

Wisconsin Stewardship Network

3. Newspapers

The Capital Times and Wisconsin State Journal Archives

4. Video/Audio

From the Ground Up, 40 minutes, 1992 by Rob Danielson, Professor of Film at UW-Milwaukee.
This video focuses on the economic and environmental impacts of mining in Northern Wisconsin. It discusses perspectives of business-owners, sportsmen, tourists, biologists, geologists, and economists. Video may be borrowed from the Wisconsin Center for Environmental Education (WCEE).

Keepers of the Water, 38 min., 1996, by Al Gedicks, Professor of Sociology at UW-La Crosse.
Film chronicles the Crandon Mine controversy. Video may be borrowed from the Wisconsin Center for Environmental Education (WCEE).

Mining: Discoveries for Progress, 10 min., an overview of mining produced by the National Mining Association. Video may be borrowed from the Wisconsin Center for Environmental Education (WCEE).

The River Rocks produced by the Wolf/Fox Rivers Environmental History Project.
CD contains 40 minutes of music stories about Wisconsin's environment. The songs may also be listened to online.

5. Maps

Proposed Crandon mine site: here & here.

III: Democratic Republic of the Congo

A. Background Information

The Democratic Republic of the Congo (DRC) is a large country located in central Africa. The DRC has a wealth of natural resources, including valuable minerals, yet it remains one of the world's poorest countries. Exploitation of the region's mineral wealth dates back to colonial times. The DRC has been involved in armed conflict for many years. The most recent conflict has been called Africa's world war -- involving seven countries and costing more than 5 million lives to date (2009). Most of the victims have been civilians who have died of violence, starvation, and disease. Many experts claim that this has primarily been a fight over natural resources. A report by Global Witness (2005) stated, "This conflict has been fuelled by the (mainly) illicit trade in natural resources. During the war, numerous rebel groups funded their occupation of eastern DRC through the exploitation of minerals, such as diamonds, coltan, and cassiterite (tin ore)" (p. 4). The conflict officially ended in 2003 with peace accords in Sun City, South Africa, and the setting up of a transitional government led by President Joseph Kabila. However, militia groups in the east continue to fight for control of region's gold, coltan, tin, and diamond mines.

Coltan

One valuable mineral mined in the region is coltan (short for columbo-tantalite). Large quantities of coltan are found in the eastern DRC. The DRC holds 64% of the world's coltan reserves though it is not the largest producer. Coltan is refined to produce tantalum -- a heat resistant powder that can hold a high electrical charge. Tantalum is used in capacitors in small electronic devices such as cell phones, laptops, and video game consoles.

In the DRC, coltan is mined using artisanal methods -- labor-intensive mining done by individuals instead of machines. To mine coltan, workers dig large holes in streambeds, gather a combination of water, mud, and minerals in washtubs, and stir the mixture around so the coltan settles at the bottom. In Congolese terms, coltan mining may pay quite well. The average Congolese worker makes $10/month and a coltan miner can make anywhere from $10-$50 a week. However, some mines are controlled by military groups, and soldiers sometimes illegally tax miners to supplement their low and erratic incomes.

Coltan follows a convoluted global path from ore to electronic product, making it impossible for consumers to know if their products are helping to fuel the conflict. After it is mined, large amounts of coltan are smuggled to Rwanda, meaning a loss for the DRC's economy (Global Witness, 2005, p. 8). From Rwanda or the DRC, the coltan travels to various countries to be processed into tantalum powder. The tantalum powder is bought by companies that make tantalum capacitors, and then sold to electronics companies to produce cell phones, laptops, andvideo game consoles. (For a detailed explanation of the path of tantalum and companies involved see: Hayes, K. and R. Burge. Coltan Mining in the Democratic Republic of Congo: How Tantalum-suing Industries Can Commit to the Reconstruction of the DRC). It may be difficult for many companies to be certain of the origin of this coltan. Kemet, an American company and the world's largest maker of tantalum capacitors, has asked suppliers to certify that their coltan doesn't come from the DRC or bordering countries.

In 2000 demand and prices for coltan increased, driven by growth in the electronics sector. Military groups in the DRC took advantage of this to fund their occupation of the eastern provinces and continue the civil war. In addition to numerous human rights abuses, environmental damage occurred, including deforestation, pollution of waterways, and the killing of endangered species. Large areas of forests were cleared in the DRC's national parks for mining and gorillas were killed for food for the miners. People left their farms for more lucrative mining jobs, so there have been food shortages. People resorted to eating 'bush meat.' In Kahuzi Biega National Park, the gorilla population decreased by about half. In 2001, the price of coltan fell and demand for the mineral decreased. Since then, the price of coltan has remained low.

Tin/Cassiterite

In 2004, Japan and Western Europe implemented environmental regulations that forced manufacturers to use tin instead of lead in circuit boards since lead has been found to be dangerous for human health and the environment. This new regulation caused the price of tin to triple, leading tin to replace coltan as the 'mineral of choice' in the eastern DRC (Global Witness, 2005, p. 8). Tin ore is often found with coltan and they can both be mined using artisanal methods. Much like coltan, large quantities of tin are reportedly being smuggled into Rwanda. Tin from the DRC is being bought by foreign companies and then ends up on the international market. Like coltan, tin is found in common electronics, but consumers cannot trace its origin.

(Sources: http://www.wrm.org.uy/bulletin/69/Congo.html, http://en.wikipedia.org/wiki/Coltan, http://www.un.int/drcongo/war/coltan.htm, https://www.cia.gov/library/publications/the-world-factbook/geos/CG.html)

B. Objectives

Students will:

• Research how and where electronic items are produced;
• Gain a basic understanding of coltan;
• Label the political and physical features of the DRC;
• Research a topic about the DRC and do a short presentation;
• Make a timeline of the history of mining in the DRC;
• Trace the journey of coltan/tantalum from a mine in the DRC to a store in their town;
• Discuss and analyze news stories and a photo essay;
• Present a viewpoint in a role-playing format.

C. Activities

1. Ask the students the following questions: How many of you have a video game console, cell phone, or laptop computer in your home? Where do you think the item came from? Where do you think its various parts came from? Have the students choose a video game console, cell phone, or laptop computer and do some research as to where the item is produced, where its various components are produced, and where the materials to make its components are produced. Next, on a large map of the world, have the students mark where their item came from. Finally, have them summarize the results in a chart or graph.

2. Provide the students with basic information about coltan and an overview of coltan mining in the Democratic Republic of the Congo (DRC). Be sure to explain its connection with cell phones, laptops, and video game concoles. Useful resources: Tantalum & Tin.

3. On a blank map of the DRC, have students label the political and physical features. Students could also use websites, an atlas, or social studies textbook to find these features. Free blank map.

4. Divide students into groups, have each group research a topic about the DRC: geography, people, government, and economy. Then, have each group do a short presentation with a visual aid while the other students take notes.

5. Have the students make a timeline of the history of mining in the DRC and compare it with the timeline they made for the history of mining in Wisconsin. What are the similarities and differences? Why?

6. On a map, have the students trace the journey of coltan/tantalum from a mine in the DRC to a store in your town. For more information, see the Coltan Mining in the Democratic Republic of Congo. Have the students list the numerous players involved in this environmental issue. Use Student Handout #2 (available in the pdf version of this unit).

7. Have the students listen to NPR News Story, "Radio Expeditions: Coltan Mining and Eastern Congo's Gorillas," May 2, 2001. Before beginning the story have the students locate Kahuzi Biega National Park on a map. Use the story to introduce the environmental impacts of coltan mining and civil war, including deforestation, pollution of waterways, and killing of endangered species such as gorillas. After the news story, ask the students the following questions: Do you agree with the Swiss biologist's suggestion that if you buy a cell phone you are supporting actions that lead to killing gorillas? Why or why not? Do you agree with the argument that local people need to earn money? What responsibility do consumers, mining companies, processing companies, and cell phone companies have for the situation in the DRC? What power does the reporter suggest that consumers have to affect change? Why do you think the reporter chose to focus on gorillas and elephants instead of the Congolese people killed in the civil war?

8. Have the students watch "Congo's Tin Soldiers," Video News Report, Channel 4, filmed at Bisie Cassiterite Mine in eastern DRC in June 2005. After viewing the news report, lead a class discussion about it. Some suggestions for questions are: How did the clip make you feel? What do you think can be done about the situation in the DRC? What responsibility do corporations and consumers have in the conflict? What are some things that might improve the situation? Add to Student Handout #2 if any new players arise.

9. Canadian photojournalist Roger Lemoyne has created a photo story of gold mining in the DRC. Have the students view the images and note their observations. Lead a class discussion about the photos.

10. Each week have a group of students present the latest news from the DRC to the class. Helpful website.

11. Simulation: Have students participate in a class simulation about what should be done about the situation in the DRC.

a. Have the students brainstorm solutions to the mining issue in the DRC.

b. Hand out Global Witness' Report "Under-Mining Peace" p. 5-7 (or summarize these points in a form more easily readable by the kids). Have the students compare Global Witness' solutions with their own.

c. Divide the students into small groups each representing the key players in the debate. Some key players include: Congolese mine workers, FARDC (national army) soldiers, Congolese government officials, leaders from the United Nation's mission to the DRC (MONUC), executives from mining companies, tantalum processing companies, and electronics companies, representatives from human rights or environmental groups or other non-governmental organizations, and American consumers.

d. Have the students research their position and develop their arguments.

e. Have the students present and discuss "in character" in an international summit style debate. During the debate have students fill in Student Handout #2 (available in the pdf version of this unit).

f. After the simulation have students step out of character and discuss which arguments they find most compelling. As a class make a list of possible solutions. Some suggestions that might improve the situation in the DRC are: reduce consumption, recycle, have consumers put pressure on corporations to stop buying conflict ore, increase international pressure on Rwandan governments, ensure that miners and soldiers get a fair wage, increase international support to develop mining techniques that do less damage to the environment, increase international support of new Congolese government, etc.

g. Have the students deliberate and decide which solutions would work best. Have the students rank the solutions and discuss criteria that are guiding their choices. Have students come to a consensus for what they see as the best solutions and make a class list.

h. Have the students brainstorm ways they can take action to enact their solutions. (For more information on general environmental action strategies see Hungerford, H. et al. 2003. Investigating and Evaluating Environmental Issues and Action: Skill Development Program. Stipes Publishing.) Some ways of taking action might include: educating the school and community about the issue, writing letters to government officials or electronics companies, or boycotting specific products.

12. Have students write a persuasive essay about their solution.

D. Resources

1. Articles/Reports/Documents

"Cell Phones Fuel Congo Conflict." Teacher's E-Zine to the Digital Revolution. 2002.

"Coltan, Gorillas, and Cell Phones." Cellular News.

"Congo, Democratic Republic: Cell Phones, Forest Destruction, and Death." World Rainforest Movement. 2003.

Cuvelier, J. and T. Raeymaekers. Eds. M. Herman, B. Delen, and P. Vermaerke. "Supporting the War Economy in the DRC: European Companies and the Coltan Trade." International Peace Information Service.

"Economic Exploitation, the Arms Trade and Human Rights Abuses." Amnesty International. 2005.

Hayes, K. and R. Burge. 2003. "Coltan Mining in the Democratic Republic of Congo: How Tantalum-suing Industries Can Commit to the Reconstruction of the DRC." Fauna & Flora International.

"Motorola Position on Illegally Mined Coltan"

"Rush and Ruin: The devastating Mineral Trade in Southern Katanga, DRC." Global Witness. 2004.

"Under-Mining Peace: The Explosive Trade in Cassiterite in Eastern DRC." Global Witness. 2005.

Background for coltan mining in the DRC from MONUC

2. Websites

All Africa Current news stories from Africa

Amnesty International

CIA: The World Factbook

Dian Fossey Gorilla Fund International

Fauna & Flora International

Global Witness

Human Rights Watch

Mineral Information Institute
Describes minerals and their uses
Tantalum & Tin

MONUC (United Nations Mission in the Democratic Republic of the Congo, Mission de l'ONU au Congo)
Site has numerous maps, background information, and current events

Stanford

Tantalum-Niobium International Study Center

United Nations

World Rainforest Movement

3. Curriculum

Exploring Africa
Curriculum from Michigan State University aimed at middle and high school

4. Audio/Video

Congo's Tin Soldiers, Video News Report, Channel 4, filmed at Bisie Cassiterite Mine in eastern DRC in June 2005

NPR News Story, Radio Expeditions: Coltan Mining and Eastern Congo's Gorillas, May 2, 2001, about 8 minutes

Photographs, Canadian photojournalist, Roger Lemoyne, photo story of gold mining in the DRC.

IV. Closing Activities

A. Objectives

Students will:

• Synthesize information learned throughout the unit using a Venn Diagram;
• Create and present a list of guidelines for nations to follow for mining;
• Make a list of solutions to the mining debate and take action to enact one solution.

B. Activities

1. Using Student Handout #4 (available in the pdf version of this unit), have the students compare and contrast the Crandon Mine controversy with the current mining situation in the DRC.

2. Help students combine what they have learned about mining in Wisconsin and the DRC by creating a list of guidelines for nations to follow when mining. Review the solution for the Crandon Mine controversy and the solutions proposed by the students for the DRC mining controversy. How would the students use these solutions and apply them on a global scale?

a. Have the students read the relevant parts of the following documents as examples of appeals and declarations about general environmental issues:

• United Nations Millennium Declaration, Part IV: Protecting Our Common Environment.

• United Nations Millennium Development Goals.

• Children’s Appeal to World Leaders, Rio 1992. This document was produced at the United Nations Conference on Environment and Development in Rio de Janeiro, Brazil, in 1992. It came out of the Children’s Hearing conducted by the Voice of Children International Campaign, a Norwegian youth organization.

b. In small groups, have students discuss the following questions: What similarities and differences do you notice among the documents? Who is the audience and what is the purpose of each document? In your opinion, what are the most important demands in each document? What would you add or remove from each document?

c. Using the Children's Appeal to World Leaders as a guide, have students create their own appeal to world leaders for international mining guidelines. These guidelines should ensure environmental sustainability (Goal 7 of the UN Millennium Development Goals), as well as social and economic sustainability. Have the students deliberate in small groups and reach an agreement. Have the students evaluate their solutions using Student Handout #3 (available in the pdf version of this unit). Have students write these guidelines in rough draft form.

d. For their final draft, have students create colorful posters listing their guidelines.

e. Each group should present to the class imagining that they are presenting to the United Nations.

 

---

V. Assessment

Have the students create presentations for other classes or for a school assembly. The students should design a rubric for what would make a good presentation. Then, have them evaluate themselves and each other. The teacher should assess them as well.

Have the students write a persuasive essay.

 

World Ecosystems Beyond Borders
Global Studies Outreach, UW-Madison
outreach@global.wisc.edu

Last updated by: Mark L Lilleleht, July 2009
Created by: Bianca Sonnenberg, December 2005

 

Mark L Lilleleht Outreach Coordinator, Global Studies 301 Ingraham Hall 1155 Observatory Drive University of Wisconsin-Madison Madison WI 53706 Ph 608.265.6070 outreach@global.wisc.edu