Fernando M. Reimers et al.

Activity 13.2.3

A Framework for Understanding the Issues:
Developing Systems Thinking

The environment is a delicate system, and when one variable is altered, it
sets off a chain of changes to the system. In order to be able to think about
tackling an environmental problem, the students must have an understand—
ing of systems and must practice systems thinking.

Students will be introduced to the concept of systems thinking through a
study of the foodvenergy—water nexus: food production requires water and
energy, water extraction and distribution requires energy, and energy pro—
duction requires water. They will demonstrate their understanding of the
concept by creating diagrams that show the interconnections between these
three processes and by giving an interactive presentation (maybe of some-
thing akin to a Rube Goldberg machine) that shows how water, energy, and
food interact. The teacher may want to suggest the human body as a micro—
cosmic representation of this global dynamic.

Activity E.2.4

Case Study: China’s Three Gorges Dam

The teacher will lead the class through a study ofChina’s Three Gorges Dam.
Using one or more sources (suggestions are included below), the teacher will
design a case activity that leads the class through the various dilemmas and
scenarios related to the decision to build (and the opposition to building)
the Three Gorges Dam. For example, the teacher may first present the class
with the following scenario: there is regular, deadly flooding in the Chang
Jing River Valley, and China’s energy needs are growing at a rapid pace.

The teacher then could ask the class about possible solutions. The students
may suggest a dam. When they do, the teacher will reveal the Chinese gov—
ernment’s reasoning for the construction of a dam, which includes the facts
that

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