This lesson plan falls within Geography, Cultural Anthropology, Economics and Sociology strands.

Analyze the effects of economic development on Australia's natural resources; understand the geographic impact of human changes in the physical environment; understand the economic concept of externalities – a condition where some of the costs of producing a commodity spill over onto those who are not producing the goods.

Despite its fossil and nutrient-poor soils, Australia relies on exports of primary produce and minerals to sustain a way of life that is comfortable and affluent for a majority of its people; yet this is achieved at a horrendous cost in environmental damage and destruction of fragile ecosystems. About 70 percent of Australia is unfit for any form of agriculture, and much of it can only be used for de-pasturing limited numbers of sheep or cattle. Australia's very prosperity puts at risk the long-term sustainability of its current way of life, and soil degradation and salinity are making rapid inroads into the country's capacity to provide the agricultural exports that underwrite the affluent lifestyle of its people.

2 class periods

• Student Activity Sheet
• 2-Column Table Graphic Organizer
• Debate Rubric

Students will have an opportunity to write a persuasive essay (see Extension below)

Do the benefits of resource development and an export-based economy outweigh the costs to the environment and society?

Point of View Students will hold a debate in which they argue whether or not Australia's resource development generates benefits that outweigh the costs. Group members will research the development of particular industries and government policies and regulations.

Have students research the topic using the provided links. Encourage them to use the suggested graphic organizer.

Dales Gorge lookout, Western Australia. Photo by Jennifer Macklin.

To start students thinking about the issues concerning the development of Australian resources, have them examine the photograph.

Key questions students should answer are:

• How would you describe this landscape?
• What resources might this region hold?
• What might be the challenges to make a living off of this land?

Distribute the Student Activity sheet. Divide the class into two groups, those that will argue for resource development and those who argue against.

Tell students that they will research the following topics in preparation for the debate.

• Mining
• Sheep and Wool Industry
• Wheat Industry
• Banking and Debt
• Other Natural Resources
• Environmental Impact
• Short-term vs. Long-term thinking

Tell students that you will act as moderator. Review rules for the debate. Explain that each group will give an opening statement and have time for a rebuttal and closing argument.

Use the Debate Rubric and/or Performance Rubric to assess students' work. Have students use the list of expectations to judge how well they met the criteria.

Ask students: Is harming the environment sometimes justified?

Have students use World Cultures Today to research another region and its resources to write a Persuasive Essay.