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Survival

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Adaira Studivon

The document describes a classroom activity where students must determine which 4 of 13 people should be allowed to survive in a bunker with limited resources after a global pandemic wipes out the rest of the population. The 13 people are a scientist, priest, married drug-addicted hippies, pregnant woman with a child, mentally unstable army officer, elderly woman, disabled person, lawyer, lazy welfare dependent, and doctor and professor. Students must present arguments for why the 4 they choose should live and the others should be sacrificed for resources. The activity aims to promote critical thinking about survival scenarios and controversial topics.

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FYS Day 1 Activity: Survival 101 Who Makes the Cut? FYS Activity Author: Elmer Price Rationale: This activity serves as an icebreaker to the course and provides an introduction to integrative (critical) thinking. Additionally, because this topic may be somewhat controversial, ideally first year students will discuss it outside of class, which will help promote the perception that FYS sections contain some standardization. I. This lesson incorporates the following highlighted Domains of Critical Thinking: 1. Scientific thinking. 2. Social, ethical and historical thinking. 3. Aesthetic and artistic thinking. 4. Informational and technical literacy. 5. Oral, written and visual communication. 6. Multicultural and international thinking. 7. Mathematical and abstract thinking. II. This lesson incorporates the following highlighted Student Learning Outcomes: 1. Reasoning 2. Cultural Judgment 3. Representations 4.Information Literacy II. (Optional) If you wish to use this assignment as a GEAR artifact - This lesson incorporates the following highlighted GEAR TAGS (aka Marshall University Core Curriculum Learning Outcomes) *This is not a recommended GEAR upload. Survival 101 Who Makes the Cut? Scenario: The Avian Flu has just wiped out the entire planets population, except for 13 people who find themselves to be the only people left on the earth. They manage to all make it to a safe bunker. In order to outlive the virus, they need to survive 2 years. Only 4 can 5. Reflection 6. Integrative Thinking (aka Critical Thinking Domains)
be accommodated in the bunker. Eight will have to be expelled because there are not enough resources for all of them to survive. If all stay, resources will sustain them for a maximum period of six months. In the bunker, there are the following facilities: sewage system water seeds some clothes a few books some medical facilities but no operating material a greenhouse Explain who you think should live, and present your case to the rest of the group. Argue for their life unless you want to sacrifice them for the others. Listen to the arguments from the rest of your group as well, and challenge them to define their positions. a. scientist b. priest c. married couple who are hippies and drug addicts d. a single pregnant woman with a 5 year old girl e. a army officer who has mental instability of some sort but is useful nonetheless f. an elderly woman g. a disabled person h. lawyer i. lazy welfare dependent j. doctor k. university professor It is possible to make connections and describe dependencies between select individual domains. There may not be clear links between all domains, but with some deep and creative (aka critical!) thinking, one can draw several connections. WORKSHEET: Who Will Survive Group Number: Date: Name: Signature: Name: Signature: Name: Signature:
Name: Signature: Name: Signature: Which four individuals should stay and survive, AND WHY: Person: Lawyer Reason for staying: He has a large amount of knowledge about the legal system and how it works. He would be useful when it comes to establishing a legal system within the living society. Person: Doctor Reason for staying: He has the ability to help cure any illness and injuries that would occur within the community. Person: University Professor Reason for staying: She would have the knowledge to teach the younger generation that comes from the survivors of the apocalypse. Person: Scientist Reason for staying: She could use the plants found to help make medicine to cure illnesses. Why were the others left to die?
Person: Priest Reason for sacrificing: The survivors could use their knowledge of religion and help allow people to choose their own religion. Person: Married Hippies Reason for sacrificing: The drug addicts would be going through detox and wouldnt be much use to the group. Person: Single Mother Reason for sacrificing: She would be a weakness to the group. Her and her child would constantly slow down the group as a whole. Person: Army Officer Reason for sacrificing: The mental illness of the officer could cause him to react badly to certain situations and put the whole group at risk. Person: Elderly Woman Reason for sacrificing: The old woman wouldnt be able to move at the speed at which the group would need to. Person: Disabled Person Reason for sacrificing: As horrible as it sounds, they would be of no use to the group because they couldnt do anything of value. Person: Lazy Welfare Dependent Reason for sacrificing: More than likely, the lazy person would want everything done for them and wouldnt work in the group.

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Survival

  • 1. FYS Day 1 Activity: Survival 101 Who Makes the Cut? FYS Activity Author: Elmer Price Rationale: This activity serves as an icebreaker to the course and provides an introduction to integrative (critical) thinking. Additionally, because this topic may be somewhat controversial, ideally first year students will discuss it outside of class, which will help promote the perception that FYS sections contain some standardization. I. This lesson incorporates the following highlighted Domains of Critical Thinking: 1. Scientific thinking. 2. Social, ethical and historical thinking. 3. Aesthetic and artistic thinking. 4. Informational and technical literacy. 5. Oral, written and visual communication. 6. Multicultural and international thinking. 7. Mathematical and abstract thinking. II. This lesson incorporates the following highlighted Student Learning Outcomes: 1. Reasoning 2. Cultural Judgment 3. Representations 4.Information Literacy II. (Optional) If you wish to use this assignment as a GEAR artifact - This lesson incorporates the following highlighted GEAR TAGS (aka Marshall University Core Curriculum Learning Outcomes) *This is not a recommended GEAR upload. Survival 101 Who Makes the Cut? Scenario: The Avian Flu has just wiped out the entire planets population, except for 13 people who find themselves to be the only people left on the earth. They manage to all make it to a safe bunker. In order to outlive the virus, they need to survive 2 years. Only 4 can 5. Reflection 6. Integrative Thinking (aka Critical Thinking Domains)
  • 2. be accommodated in the bunker. Eight will have to be expelled because there are not enough resources for all of them to survive. If all stay, resources will sustain them for a maximum period of six months. In the bunker, there are the following facilities: sewage system water seeds some clothes a few books some medical facilities but no operating material a greenhouse Explain who you think should live, and present your case to the rest of the group. Argue for their life unless you want to sacrifice them for the others. Listen to the arguments from the rest of your group as well, and challenge them to define their positions. a. scientist b. priest c. married couple who are hippies and drug addicts d. a single pregnant woman with a 5 year old girl e. a army officer who has mental instability of some sort but is useful nonetheless f. an elderly woman g. a disabled person h. lawyer i. lazy welfare dependent j. doctor k. university professor It is possible to make connections and describe dependencies between select individual domains. There may not be clear links between all domains, but with some deep and creative (aka critical!) thinking, one can draw several connections. WORKSHEET: Who Will Survive Group Number: Date: Name: Signature: Name: Signature: Name: Signature:
  • 3. Name: Signature: Name: Signature: Which four individuals should stay and survive, AND WHY: Person: Lawyer Reason for staying: He has a large amount of knowledge about the legal system and how it works. He would be useful when it comes to establishing a legal system within the living society. Person: Doctor Reason for staying: He has the ability to help cure any illness and injuries that would occur within the community. Person: University Professor Reason for staying: She would have the knowledge to teach the younger generation that comes from the survivors of the apocalypse. Person: Scientist Reason for staying: She could use the plants found to help make medicine to cure illnesses. Why were the others left to die?
  • 4. Person: Priest Reason for sacrificing: The survivors could use their knowledge of religion and help allow people to choose their own religion. Person: Married Hippies Reason for sacrificing: The drug addicts would be going through detox and wouldnt be much use to the group. Person: Single Mother Reason for sacrificing: She would be a weakness to the group. Her and her child would constantly slow down the group as a whole. Person: Army Officer Reason for sacrificing: The mental illness of the officer could cause him to react badly to certain situations and put the whole group at risk. Person: Elderly Woman Reason for sacrificing: The old woman wouldnt be able to move at the speed at which the group would need to. Person: Disabled Person Reason for sacrificing: As horrible as it sounds, they would be of no use to the group because they couldnt do anything of value. Person: Lazy Welfare Dependent Reason for sacrificing: More than likely, the lazy person would want everything done for them and wouldnt work in the group.