Grades:

6th - 12th

Objective:

Students will gain an appreciation for the sacrifices made by watershed residents when the reservoirs were built. They will understand the motives and points of view of people in New York City and the Catskill Region, and learn why it is important for both sides to discuss their concerns and resolve conflicts.

Method:

Students will role play both New York City residents and local villagers trying to decide whether to construct a new reservoir. Students present their opinions on whether or not the reservoir should be built. Then the class, representing the State Water Commission, decides what to do.

Materials:

Copies (one per group for five groups) of the Before and After maps of the flooded village, copies (one per student) of the Story and Activity.

Time:

Preparation Time: 10 minutes
Class Time: 45 minutes

Procedure:

1. Break the class into five groups and hand out the necessary paperwork. Explain that the story they will read is fictional.

2. When each student has read the story be sure they understand what decision must be reached.

3. Briefly explain students' roles in the activity, and assign one interest group role to each group of students.

4. Once they understand the instructions, have them begin the activity. Each of the five interest groups should write down their ideas to be shared with the class later.

5. Have each group announce and explain its recommendation to the rest of the class, based upon the interest group that they were playing.

6. When all the groups have been heard, begin a discussion with the entire class about whether the reservoir should be built.

7. If groups disagreed, whose position is best? How can the class decide as a whole? (Take a vote, decide on a compromise everyone would agree to, etc.) If all groups felt the same way about the reservoir's construction, ask them why they feel it was such a unanimous decision for the class.

Assessment:

1. For those groups who decided to construct the South Kortright Reservoir: If you lived in a village that might be destroyed, would you still feel the same way? Why or why not?

2. For those groups who decided not to construct the South Kortright Reservoir: if you lived in New York City, would you still feel the same way? Why or why not?

3. What are some ways to resolve the conflict if New York City and upstate residents disagree?

NYS Learning Standards:

English
Standard 1 - Language for Information and Understanding: Listening and Reading; Speaking and Writing
Standard 3 - Language for Critical Analysis and Evaluation: Listening and Reading; Speaking and Writing

Math, Science, and Technology
Standard 1 - Analysis, Inquiry, and Design: Engineering Design
Standard 4 - Science: The Living Environment 7
Standard 5 - Technology: Engineering Design; Impacts of Technology; Management of Technology
Standard 7 - Interdisciplinary Problem Solving: Connections; Strategies

Social Studies
Standard 3 - Geography 1
Standard 5 - Civics, Citizenship, and Government 1-4

Source: Activity devloped by Nathan Chronister and Aaron Bennett.