Activity #2: Connecting the Impact of the Automobile and Rise of the Suburbs Simulations

Time: 2 class periods

Materials: An even number of computers so that small groups can work with AgentSheets simulations. Half of the computers should be ready with the Impact of the Automobile simulation and web page and the other half of the computers should be ready with the Rise of the Suburbs simulation and web page

Objectives: Students will be able to:

• identify impacts of the automobile on American society
• identify different ways in which the automobile has contributed to suburban growth and development.
• create and evaluate ways of mitigating the more pernicious effects of the automobile on American society and on suburban growth and sprawl.

Procedure:

1. Begin by asking the class to brainstorm all the impacts of the automobile on American life and culture. Post responses on the chalkboard. Responses should include anything from motels to dating habits to air pollution to dependence on foreign oil. Continue by asking the class to brainstorm all the ways that the automobile and suburbs are related to each other. Post responses that could include development of shopping malls, lack of ready access to mass transit and fast food hangouts for teens.

2. Explain that the class will be using two different AgentSheets simulations to explore in greater detail the relationships between automobiles and the rise of suburbs in modern American society.

3. Divide the class into an equal number of small groups and with each small group gathered around a computer. Half of the computers should be ready with the Impact of the Automobile simulation and web page and the other half of the computers should be ready with the Rise of the Suburbs simulation and web page. Groups should read about the Agents and assumptions of the simulations, run their simulation, and explore the web pages. As they do so, a group member should serve as recorder and list ALL of the following:

• If running Impact of the Automobile, list all of the impacts of the auto on society that are illustrated in the simulation, or
• If running the Rise of the Suburbs, list all of the ways in which suburban sprawl and development are aided by the automobile and the impacts that the auto has on suburban development.

4. After groups have had sufficient time to explore their simulations and web pages and to complete their tasks, return to the large group and share responses. Compare how what each group saw might have been similar and different. To what extent did students confirm or challenge what they had initially listed as impacts of the auto and connections between the auto and suburban growth.

5. Conclude the first day by asking students to think about ways of manipulating the simulations to mitigate or control the more negative impacts of the automobile on society. Additionally, ask students to interview at least three people and ask them whether or not they believe that the automobile has had relatively better or worse effects on society over the past 100 years. Students should be prepared to share responses at the start of class the next day.

6. DAY 2: Begin class by asking students to share the responses they received from the question about whether the auto has been better or worse for society over the past 100 years. Can they draw any generalizations? What are their own opinions on this question. Explain that their job today is to return to the simulations and to try and "deal with" the impacts of the auto and the rise of suburbs.

7. Before students return to the same groups and computer stations as yesterday, explain today’s tasks. They are:

• Run the simulation as presently configured to review how it progresses.
• Stop the simulation, open a new worksheet and figure out, as a group, how to manipulate the Agents so that the impacts of the auto are minimized or the growth of suburbs occurs in a more coherent and responsible manner. Keep track of what you are doing because you will be expected to share your ideas with another group later in the period.
• Continue until asked to stop or until you have created a worksheet that accomplishes the goals set forth in the previous task.

8. After groups are finished, create pairs of groups–one that has been working with the automobile simulation and one with the rise of suburbs. Each group should share its simulation with the other by first running the simulation as originally designed and explaining it and then running it as they have manipulated it to create "better" outcomes. Groups should also conduct a brief "tour" of their respective web pages to provide that content overview.

9. Conclude this activity by asking student these questions:

• What did you either learn or have confirmed about the impact of the automobile and the growth of suburbs by working with these simulations and web pages?
• Of the ideas you had and implemented in the simulations for minimizing the impact of the auto or making suburban growth more coherent and responsible, which are actually "do-able" and feasible in the real world? Which of your ideas have you seen put into practice in your community or in neighboring communities and how effective were they?
• Imagining that you were Roger Ebert, how would you evaluate these simulations and they ways that they teach about their identified topics?

10. As desired, a short essay on the pros and cons of the automobile in American society or an evaluation of suburban sprawl could be assigned as a final assessment.