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Columbia Education Center
Social Studies



Woody Morris, Wewoka High School, Wewoka, OK

POST-NUCLEAR WAR SURVIVAL

Appropriate for grades 7-12.

OVERVIEW:  This unit sets up a hypothetical dilemma and asks
students to offer solutions based on their own reasoning and
problem-solving skills.  The unit begins with a scenario of
nuclear war and requires students to make decisions which may
affect the survival of humans on Earth.

PURPOSE:  The purpose of this unit is to have students work
together to reach consensus of a controversial issue.  It helps
them realize that sometimes there are no right and wrong answers.

OBJECTIVES:  Students will be able to:

 1.  Evaluate various types of information and decide what traits
     and other factors are of most importance for long-term
     survival in an emergency or crisis situation.

 2.  Effectively present their opinions and arguments either
     orally or in writing.

ACTIVITIES:  Three days ago, nuclear war broke out around the
world with massive attacks in all heavily populated areas.  For
the first 24 hours, radio broadcasts reported tremendous damage
and loss of life in all areas, including the total annihilation of
most of Earth's population.  For the past 48 hours, there have
been no broadcasts.  Fortunately, the people listed below were
able to reach a fallout shelter in time to take cover and survive
the initial devastation.  You must assume that those in the
shelter are, as far as you know, the only survivors of the war.

Here is the dilemma:  There are twelve people in the fallout
shelter, but there is n‹•¹½Õ¡™½½±º…ѕɱand other supplies
to keep them all alive until the atmosphere is safe.  To survive,
the people must stay inside the fallout shelter for at least three
months.  The problem is that if all of them stay in the shelter,
all of them will starve to death or dehydrate.  There are supplies
enough to allow seven of the twelve people to survive.

Your task is to decide, based on the information given, which
people will be allowed to remain (and live), and which people will
be required to leave the shelter (and probably die).  We will
assume that those who are selected to leave will do so peacefully. 
At issue is the survival of humans on Earth.  The bottom line is
that if human beings are to repopulate the Earth, such
repopulation will begin with those survivors chosen be you.

Carefully evaluate all information about each of the twelve
persons.  Consider their health, experiences, age, sex, and
intelligence.  Then decide which seven will be allowed to stay in
the shelter and which five must leave.

On a separate sheet of paper, list the seven people you would have
survive and repopulate the Earth, stating your reasons for keeping
them.  Then list the five you would have leave the shelter and
state the reasons for not keeping them.

After you have made your decisions and formulated your reasons,
you will be placed with a group of other students (four to five
per group).  Each person in the group should present his or her
decisions to the rest or the group.  The task is to reach a
consensus among the group as to who should stay and who should go.


PEOPLE:

 1.  James Stanley                 7.  Gerald White
     age:  43                          age:  35
     IQ:  112                          IQ:  98
     health:  good                     health:  fair
     education/training:               education/training:
     2 yrs college, 2 yrs military.    high school diploma.
     work experience:  15 years        work experience:  4 years 
     farming, successfully.            Army (infantry), 10 years
                                       general construction
                                       laborer.

 2.  Janie Stanley                 8.  Martha Gray
     age:  13                          age:  25
     IQ:  120                          IQ:  142
     health:  excellent                health:  good
     education/training:               education/training:
     middle school student.            PhD in music theory.
     work experience:  none.           work experience:  2 years
                                       teaching on college level.

 3.  Wanda Brice                   9.  William Gray    
     age:  50                          age:  8 
     IQ:  140                          IQ:  150
     health:  fair                     health:  good 
     education/training:               education/training:
     Master's degree in psychology.    elementary school student.
     work experience:  15 years as     work experience:  none.
     mental  health case-worker;
     10 years director of local
     mental health  counseling service.                           

 4.  Bill Waters                  10.  John Davis
     age:  27                          age:  33
     IQ:  104                          IQ:  125
     health:  excellent                health:  fair
     education/training:               education/training:
     tech school graduate              college degree in chemistry
     work experience:  10 years        work experience:  12 years 
     heavy construction and            high school chem teacher
     welding.

 5.  Michelle Patterson           11.  Marjorie Blaylock 
     age:  19                          age:  39
     IQ:  105                          IQ:  133
     health:  fair                     health:  poor
     education/training:               education/training:
     high school graduate.             medical school graduate.
     work experience: 3 years          work experience:   10 years
     experience in retail sales.       general family medical
                                       practice.
                                            
 6.  Ray Wilson                   12.  Fred Fredrick
     age:  60                          age:  54
     IQ:  127                          IQ:  132
     health:  good                     health:  excellent
     education/training:               education/training:
     4 years college, majored in       highly trained in
     business.                         electronics.
     work experience:  bank            work experience:
     teller 10 years, financial        25 years US Navy 
     advisor and bank president        electronics technician; 10
     20 years.                         years private electronics
                                       repair.

RESOURCES/MATERIALS NEEDED:  None needed.

TYING IT ALL TOGETHER:  The balance between objective and
subjective evaluation should be carefully considered by the
teacher.  Subjective evaluation should also take into
consideration the differences between individual students
(ability, etc.).


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