Windmills and Blogs: The Impact of Technology in Rural Peru
Print this Page- Subject(s): Language Arts & Literature, Social Studies & Geography, Environment & Health, Cross-Cultural Understanding, Science
- Region / Country: Latin America & the Caribbean / Republic of Peru
- Grade Level(s): 3–5, 6–8
- Related Publication: Slide Show: Explore Back-Country Peru
- Duration: 45 to 60 minutes
Overview
This lesson encourages students to explore the role of technology in society, specifically its benefits and consequences. They will do this by reflecting on the role of technology in their own community and by viewing a Peace Corps Volunteer's slide show and discussing the uses of technology—windmills and computers—in a Peruvian village.
Background Information
Technology
Objectives
After completing this lesson, students should be able to
Vocabulary
- camote: a type of sweet potato commonly grown in Peru
- ceviche: a Peruvian dish consisting of raw fish chopped and marinated in lemon and onion juice, with hot pepper and cilantro mixed in
- consequence: the result of an action
- Day of the Dead, or Dia de los Muerto: a holiday on November 1, when people go to pay their respect to deceased family members
- Web log or blog: a website in which hosts and their guests can post stories about their daily lives, opinions, and photographs
Materials
- Internet access
- Chalkboard or chart paper
- Optional: copies of the slide show text
- Information tables for students
Procedures
Prior to Lesson: Students should have a general understanding of what science and technology mean. Having this understanding will allow the students to better identify the benefits and unintended consequences of technology in their community and in Peru.
- Start by asking the students what technology is. Collect their answers on the board or on chart paper. Using their responses, generate and display a definition that encompasses the students' responses.
- Display an information table (See Information tables for students) in front of the class and ask the students the following, recording their answers as they provide them:
a. What is one example of technology in your community (e.g., subway, mobile phones, video games).
b. What need does this example address in your community? If clarification is needed, explain that technology helps meet the needs of society. For example, in some rural areas, a mobile phone can compensate for the lack of other accessible means of communication.
c. What are some of the benefits of this technology?
d. Are there any unintended consequences of this technology? If clarification is needed, explain how technology sometimes has unintended consequences. For example, a cell phone can be distracting to a driver and cause an accident. A mobile phone can also keep people from having person-to-person interactions. - In small groups have the students list five to ten examples of technology on an information table, making sure to complete all of the columns (See Information tables for students). Consider assigning the students different roles: group facilitator, recorder, presenters.
- Have the presenters in each group report one finding to the class. It may also be beneficial to record each group's response on the chalkboard or chart paper.
- Tell the class that they will be viewing some example of technology from a Peace Corps Volunteer who served in Peru. While viewing the slide show, have the students identify two or more examples of technology. Distribute copies of the text for students who may profit from following along.
a. If the students are unfamiliar with Peru, use a world map to locate South America and then Peru, or ask a student to do so. Ask the students what they know about Peru. Proceed by providing some information about the culture and geography of the country. (See Information tables for students.)
b. If the students do not know what the Peace Corps is, give them some background information (http://www.peacecorps.gov/). Then identify Kurtis Shank as a former Peace Corps Volunteer, and explain his role in supporting some Peruvians in introducing information technology to his community - After the slide show, have the students self reflect and complete the remaining columns of their information table. Students should be aware that they are making educated guesses when completing the table regarding the rural village in Peru. When students have finished, give them a few minutes to share their results with a peer while you circulate and take anecdotal notes. Lastly, discuss all four components of the table and the similarities, if any, with the students' own community. Collect the students' work.
Extensions
Have the students choose a famous invention, research it, and then write an informative piece about the creation of the invention, why it was invented, what technological benefits it has, and whether or not they believe it has had unintended consequences.
Framework and Standards
Enduring Understandings
- Technology benefits society and can have unintended consequences.
Essential Questions
- How does technology benefit society?
- How can unintended consequences of technology affect society?