FFA Blue 365 Case Study Part 3

Lesson Plans & Curriculum

“Case Study — Part 3: Going Global” is the third in the FFA Blue 365 case study series, designed to foster critical thinking and collaborative discussion around global agriculture. Students assume the roles of political leaders from different countries and participate in a Global Leaders Summit, researching and defending their assigned country’s stance on the essential question of which country should direct the future of the global agriculture industry. The lesson includes a profile sheet, two worksheets, and a rubric to guide research, presentation, and reflection.

At a glance

Learning objectives: Critically think about global issues from a global viewpoint.

Engage in real-world challenges.

Examine the role that all individuals play in the agriculture industry.
Materials: A copy of the "Who Decides at a Global Level? Profile Sheet" for each student

A copy of the "Gaining a Global Perspective" worksheet for each student

A copy of the "Where Do We Go from Here?" worksheet for each student

Internet access to complete research

Blue and green markers or colored pencils

Sticky notes
Essential Question: Which country should direct the future of the agriculture industry for our globe?
Bell Ringer: Which country should direct the future of the agriculture industry for our globe?

Downloads & Links

FFA Blue 365 Case Study part 3 (DOCX) (EN)

Aligned Standards

AFNR Career Ready Practices

CRP.02Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive.
CRP.04Communicate clearly, effectively, and with reason. Career-ready individuals communicate thoughts, ideas and action plans with clarity, whether using written, verbal and/or visual methods.
CRP.05Consider the environmental, social and economic impact of decisions.
CRP.06Demonstrate creativity and innovation.
CRP.07Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies.
CRP.08Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem.
CRP.11Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems.

AFNR Cluster Skills

CS.02Evaluate the nature and scope of the Agriculture, Food & Natural Resources Career Cluster and the role of agriculture, food and natural resources (AFNR) in society and the economy.
CS.04Demonstrate stewardship of natural resources in AFNR activities.
CS.06Analyze the interaction among AFNR systems in the production, processing and management of food, fiber and fuel and the sustainable use of natural resources.

AFNR Performance Element

CS.01Analyze how issues, trends, technologies and public policies impact systems in the agriculture, food & natural resources career cluster.

Common Career Technical Core

AG1Analyze how issues, trends, technologies and public policies impact systems in the Agriculture, Food & Natural Resources Career Cluster.
AG2Evaluate the nature and scope of the Agriculture, Food & Natural Resources Career Cluster and the role of agriculture, food, and natural resources (AFNR) in society and the economy.
AG4Demonstrate stewardship of natural resources in AFNR activities.
AG6Analyze the interaction among AFNR systems in the production, processing, and management of food, fiber, and fuel and the sustainable use of natural resources.

Common Core – Reading: Informational Text

CCSS.ELA-Literacy.RI.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-Literacy.RI.9-10.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Common Core – Science & Technical Subjects

CCSS.ELA-Literacy.RST.9-10.1Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
CCSS.ELA-Literacy.RST.9-10.8Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
CCSS.ELA-Literacy.RST.9-10.9Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Common Core – Speaking and Listening

CCSS.ELA-Literacy.SL.9-10.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.9-10.2Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-Literacy.SL.9-10.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

FFA Precept

FFA-CS-M.CommunicationEffectively interact with others in personal and professional settings.
FFA.PG-J.Mental GrowthEmbrace cognitive and intellectual development relative to reasoning, thinking and coping.
FFA.PL-A.ActionAssume responsibility and take the necessary steps to achieve the desired results, no matter what the goal or task at hand.
FFA.PL-E.AwarenessUnderstand personal vision, mission and goals.

FFA Precepts

FFA.CS-N.Decision MakingAnalyze a situation and execute an appropriate course of action.

NASDCTEc

AGC10.03Compare and contrast issues affecting the AFNR industry including biotechnology, employment, safety, environmental and animal welfare to demonstrate an understanding of the trends and issues important to careers in this industry.
AGC10.04Envision emerging technology and globalization and project its influence on widespread markets to demonstrate an understanding of technologies and trends that will impact the AFNR industry.