Future Problem Solving Program International
Scenario Writing
Coach Information
2015-16
Future Problem Solving Program International (FPSPI)
Scenario Writing Component
What is Scenario Writing?
Scenario Writing is an individual competition in which
students develop short stories related to one of five FPS
topics for the year. The story (1500 words or less) is set at
least 20 years in the future and is an imagined, but logical,
outcome of actions or events taking place in the world
today. A winning scenario example is found on FPSPI’s
website www.fpspi.org at the Scenario Writing component
tab.
Why Scenario Writing?
To prepare students for the challenges of the 21st century,
Future Problem Solving Program International teaches
students to think critically, creatively, and futuristically. The Scenario Writing component of
FPSPI strives to help students enlarge, enrich, and make more accurate their images of the future,
while honing their creative writing skills. Scenario writing personalizes the ever-growing
perspective a student has on the future. In addition, participation provides opportunities for
students to meet and exceed educational standards as they refine their writing skills. A rubricbased authentic evaluation is provided, giving students tools for continuous growth. We look
forward to your participation in the Scenario Writing component of the Future Problem Solving
Program.
Who can participate in Scenario Writing?
Students may participate in Scenario Writing in three divisions: Junior (grades 4-6, or the
equivalent), Middle (grades 7-9), and Senior (grades 10-12). For students who participate in the
Global Issues Problem Solving component of FPSPI, Scenario Writing can serve as an excellent
complement to their work on any of the topics. Scenario
Writing is also an excellent offering for students who do not
Scenario Topics
participate in other components of FPSPI; the creative writing
involved may appeal to students who are not drawn to Global • Treatment of Animals
Issues Problem Solving (GIPS) or Community Problem
• Disappearing Languages
Solving (CmPS). Scenario Writing can be used as a stand• Recovering from Natural
alone activity by an FPS coach, an English teacher, a parent,
Disaster
or any instructor with students who are interested in creative
• The Global Workplace
writing. Students who are enthusiastic about stories of the
• Intellectual Property
future may be interested in the Scenario Performance
component, which is an oral story telling experience.
Do students need to know the 6-step problem solving process for scenarios?
The six-step problem solving process is used in both the GIPS and CmPS components. Although
knowing the process can help students to think about the future and organize a story line, it is not
a prerequisite for scenario writing. Since scenarios must relate to one of the topics, students
should do some background reading and research on the topic they select for their story.
© Future Problem Solving Program International, Inc.
8/2015
Excerpt from Once You Let the Eyes In
Middle Division 1st Place 2015 International Champion
The wall was a mosaic at the moment, each
shard of glass its own unique block. Arranged as
it was, Graham knew it could shift to an image of
whichever or whomever, and yet he sat numbly,
feeling a presence beyond the glass walls. He felt
the scrutiny of the people, their million hungry
eyes crawling all over his body. Looking for signs
of distress, discomfort or annoyance, the people
watched so that they could sit down for a session
of morbid comedic indulgence, with him as the
first- class entertainer.
Graham was thinking about the ways in which
people let themselves become laughingstocks, or
rejoice in the presence of one.
I guess people like the idea of showcasing their
stupidity. Just look at us now.
How can I get started with my students?
The best way for you and your students to become
acquainted with scenarios is to read published
scenarios. See “Scenario Writing Essential
Publications” for support materials available for
purchase from FPSPI.
How much help should I give?
The student’s writing must be original. As a coach,
you may provide direct instruction on creative
writing, read the student’s work, ask questions that
occur to you as a reader, and make general
suggestions for improvement. Authors may receive
assistance to correct spelling, grammar, and
punctuation errors. Peer revision is a beneficial
process. See “Tips for Coaches” for more
information.
How are scenarios evaluated?
In order to follow the trend of celebrating
deliberate idiocy, the primitive reality tv show
format was extended to the masses through social
media. Now, no matter what the situation was, it
was forever documented and shared. It was the
new big thing: Contifoot, the Continuous Footage
System forever documenting each of one’s
actions. Contifoot was the new way of living life
through someone else’s experiences.
****
Graham woke from the couch, and for the first
time he could remember, he woke to his mother
sitting beside his makeshift bed. He imagined the
words she had for him, but nothing came close to
what she actually thrust upon his groggy, irritated
self:
“You finally did something! That night, we got
more views than ever! Keep your mind spinning;
you’ve finally found your role: the young rascal!
With your sister as the pretty one, and you as the
aggressive one, we have all our bases covered!”
With that same zeal, his mother went to
assemble the new Contifoot system. Graham
watched in horror as the witness and perpetrator
of the terror to come was swiftly hung up on its
track. The camera calibrated, refocused and
narrowed its gaze on its new target.
Once we let those eyes in, they never
turned away.
© Future Problem Solving Program International, Inc.
Scenarios are read and scored by experienced
evaluators who consider these elements: creative
thinking, futuristic thinking, idea development,
style/voice, character development,
mechanics/structure, and topic related research.
Authentic evaluation and feedback is provided. See
“Scenario Evaluation” for more information.
How do I register for Scenario Writing?
Each Affiliate Program of FPSPI determines its own
processes and fees for registration and entries.
When are scenario entries due?
Affiliates may use a “yearlong” option with two
submissions or a “competitive only” option with a
single submission. With the yearlong option, the
first submission is noncompetitive and provides
written feedback to guide improvement of the story.
Check with your Affiliate Director for options and
due dates.
Is there another level of competition?
Winning stories in 1st through 3rd place of each
division at the Affiliate level are entered into the
International Scenario Writing Competition. All
first-place Affiliate winners and all international
winners 1st-5th are eligible to compete in the
Scenario Writing Team Competition at the
International Conference in June.
8/2015
Scenario Writing Essential Publications
Check out these important resources from the FPSPI Catalog.
(Available at www.fpspimart.org)
Int’l Scenario Writing Champions 2015
Includes award winning stories published each year:
• The top five scenarios from each division in the FPSPI
International Scenario Writing Competition
• The Junior, Middle, and Senior Scenario Writing Team
champions from IC 2013
• Evaluator scores and comments
$23 electronic/$25 book
Readings, Research, and Resources (RRR)
Provides essential background information on the topics for
scenario writers:
•
•
•
•
•
Terms and Definitions
Topic Overview
Questions for Discussion
Internet Resources
Article Summaries
(Note: No chapter is provided for the International Competition topic.)
$40 electronic/$45 binder ready
FPSPI Scenario Writing Handbook
Designed to help teachers effectively guide students in writing
scenarios, this manual includes:
• Explanations of scenario writing techniques
• Classroom activities
• Award-winning student work
$25 electronic/$30 binder ready
© Future Problem Solving Program International, Inc.
8/2015
International Scenario Writing Rules 2015-16
Please distribute to students who are preparing scenarios for competition.
SCENARIO CONTENT
At least 20 years in
the future
Related to one of the
FPSPI topics
A scenario is a story that might take place as a logical outgrowth of actions or
events that took place earlier. It is a prediction of the future and must be written as
though the future were the present. Futuristic concepts and trends are incorporated
into the scenario, but a specific date is not required.
The scenario must have a recognizable relationship to one of the annual topics,
which should be obvious when reading. Descriptors for the topics are provided on
the FPSPI website (fpspi.org). Summaries and research are found in the publication
Readings, Research, and Resources which may be purchased at fpspimart.org.
• Treatment of Animals
• Disappearing Languages
• Recovering from Natural Disaster
• The Global Workplace
• Intellectual Property
SCENARIO DETAILS
Coaches please check all before submitting!
Max of 1500 words
Title on first page
12 point font
Single author
Revisions/Edits not
allowed
A computer count of words must be provided. (See LANGUAGE for additional
details.)
The title must appear at the top of the first page of scenario (header). No author’s
name, school, or Affiliate Program may appear in the story document.
The font must be 12 pt and readable (no script); font should be a common font (ex.
Arial, Calibri, Times New Roman, etc).
Scenarios must have a single author.
Once scenario evaluation in the competitive round at the Affiliate Program level
has begun, no revisions or editing may occur at any time prior to submission to the
International Scenario Writing competition.
LANGUAGE
Submitted in English
Word count for
translations
All scenarios must be submitted in English for evaluation. If a story has originally
been written in a language other than English, it must be translated into English for
submission.
If a story has originally been written in a language other than English, the 1500
maximum word count may be based on either the original language or the English
translation, as determined by the student. If the word count is based on another
language, then a copy of the scenario in the original language must be submitted
along with the English translation.
SCENARIO SUBMISSION
Coaches please check that all requirements are met before submitting!
Scenario must be provided in both Word and PDF format with official International
Submission of
Scenario Writing Cover Sheet.
documents
Each scenario submission must include a completed copy of this official form.
Publication Release
& Statement of
Authenticity
Scenarios will be disqualified if any of these conditions are not met.
© Future Problem Solving Program International, Inc.
8/2015
Tips for Scenario Coaches
General
• Creative ideas and good writing are both important in scenario writing.
• When submitting for the competitive round, the “Scenario Writing Rules 20152016” should be followed carefully (1,500 words, typed, related to one of annual
topics, title on the first page of the scenario, etc.).
Topics: Students should review each of the five topics to
determine which topic sparks the most interest.
• If available, review the Future Scenes to elicit ideas.
• Generate imagined futures for the topics.
Research: Students read as much material on their chosen topic
as they need to understand the various facets of the topic.
• The suggested reading lists, readings students find in the library, or the appropriate
chapters from the Readings, Research, and Resources publication are all useful
materials for understanding the topic.
• Students can take notes on facts which may be useful in their writing, as well as
impressions or ideas they get while reading the materials.
Problem Solving Model: Students familiar with the 6-step problem solving model
should use a shortened version to help them clarify their thinking on the topic, as well as
provide sources for a scenario theme.
• Scenario Writing can be considered a “seventh step” in the FPS process.
• A suggested shortened version of the process includes 6-8 challenges for Step 1, an
Underlying Problem for Step 2, and 6-8 solution ideas for Step 3.
• Outcomes and scenarios might result from students’ findings in using the problem
solving model.
Characterization: Scenario writers should identify a central, identifiable, sustained
character(s) - animate or inanimate.
• 1-2 main characters are usually enough for a scenario.
• Character development should take place throughout the events of the scenario.
Futuristic Elements: Scenarios should read as though the future is the present.
• A strong portrayal of futuristic trends and predictions should be evident.
• Lengthy explanations and descriptions of technology and social trends can interfere
with the flow of the scenario and take up valuable words needed for plat
development.
Post-Writing: Peer review should be provided for writers to discuss and improve their
writing.
© Future Problem Solving Program International, Inc.
8/2015
Tips for Scenario Coaches (continued)
The student’s work must be original; however, each student’s story may be read by an
adult who will discuss the story with the student or provide written feedback.
•
Appropriate assistance from adults and/or peers include:
o noting strengths - word choice; strong visual image; etc.
o asking questions that occur
 (Why did the spaceship land in the middle of the city? What happened to the
rest of the travelers, who only showed up in the first paragraph? Etc.)
o making general suggestions for improvement
 (More visual description might give us a clearer image. You might want to
let us know what she is thinking. Needs more futuristic details. Etc.)
•
It should be up to the scenario writer to determine what revisions to make in response
to questions and suggestions.
•
All authors may have adult guidance to correct spelling, punctuation, and glaring
grammar mistakes so that the copy submitted is as error free as possible.
•
Utilizing the Scenario Writing score sheet is an excellent reference to use with students.
•
Grammarly.com or other similar websites can assist with editing and also check for
plagiarism.
© Future Problem Solving Program International, Inc.
8/2015
Tips for Scenario Authors
General
• Creative ideas and good writing are both important in FPSPI Scenario Writing.
• When submitting for the competitive round, the “Scenario Writing Rules 20152016” should be followed carefully (1,500 words, typed, related to one of annual
topics, title on the first page of the scenario, etc.).
• Pre-Writing
• Read and gather information in Readings, Research, and
Resources; Omni; Futurist; Discover, etc.
• Use creative problem solving generating tools to come up
with a title that captures the essence of your scenario.
• Write an outline and rough draft of your scenario.
• Use key words or phrases to indicate the selected topic and
the time period in which your scenario is set.
Technique
• A narrative, dialogue, diary, journal, and letter are among appropriate formats for
writing a scenario.
• Conflict, adventure, suspense, humor (satire, parody) can be used in the
development of the scenario.
• First or third person perspective works best in scenario writing.
• Dialogue can be incorporated, if it is appropriate to do so.
• To give background information, dialogue and/or thoughts in a sentence or two
work best. Blocks of flashback may be too long for 1,500 words.
• Remember - show, don’t tell!
o Telling: He got out of bed and sat at his desk to start the day.
o Showing: Gradually, he rubbed the sleep from his eyes and shuffled out of
bed, pulling on a worn corduroy robe before settling at his desk to start the
day.
Character(s)
• Use a minimum number of characters, animate or inanimate (usually 1–2
protagonists).
• Introduce main character(s) as soon as possible.
• Place the lead character directly into the situation developed in the scenario.
• Demonstrate how things have changed and how the main character is affected.
• If conflict is a central part of the story, lead to the point where the character(s) has a
chance to “win, lose or draw” to set up a moment of suspense.
© Future Problem Solving Program International, Inc.
8/2015
Tips for Scenario Authors (continued)
Creative and Futuristic Thinking
• Incorporate creativity into your writing – use inventive, innovative, original,
resourceful ideas.
• Incorporate futuristic thinking into your writing – portray futuristic information and
trends. (It is fun to explain how inventions affect our future lives, but don’t
“overgadgetize.”)
Idea Development
• Involve the audience (readers) immediately in the introductory paragraph.
• Develop the idea of the scenario to point out positive social and cultural aspects or
the consequences of doing without them.
• Form the climax as a logical outgrowth of the story line or character development.
• Provide a resolution to any conflict developed in the scenario.
• Provide a conclusion. Be sure to end; don’t just stop without giving the reader
something to think about.
Style/Voice
• Demonstrate a consistent voice/tone throughout the
scenario.
• Exhibit the author’s personal touch through vivid,
colorful description that gives the writing life and
spirit.
• Vary the sentence structure and use interesting
vocabulary.
• Be aware of your audience. Involve readers by
writing to elicit an emotional response from them.
Mechanics/Structure
• Use appropriate grammar, effective sentence
structure, and conventions to enhance meaning.
• Use effective organizational strategies and
appropriate transitional elements.
Post-Writing
• Edit, edit, edit!
• Proofread and ask the following questions: Is the scenario whole, unified, coherent?
Are paragraphs/sections clear, unified, coherent?
• Check grammar, spelling, omissions, repetitions, verb tenses, word usage, etc.
© Future Problem Solving Program International, Inc.
8/2015
Scenario Writing Evaluation Criteria
(information for coaches and writers)
Evaluators will use the evaluation rubric (score sheet) to score all scenarios. Below is a brief description
of each item in the rubric.
Creative Thinking
Exemplary stories will have a strong portrayal of innovative/ingenious/novel ideas with
unusual/ imaginative details that provide a unique/powerful experience for the reader.
(Scored 1-10)
Futuristic Thinking
Exemplary stories will show an understanding of patterns/trends and how they might
evolve; specialized terms/language relates to the topic and storyline; a strong portrayal of
futuristic trends/predictions enhance the story. (Scored 1-10)
Idea Development
Exemplary stories will include complex ideas supported by rich/engaging/pertinent details; strong evidence of
analysis, reflection, and insight exploring different aspects of the topic will be noted with obvious sophistication in
organizational strategies; the reader’s attention will be captured with significant details. (Scored 1-15)
Style/Voice
In exemplary stories, the use of literary techniques makes the text lively/engaging; a clear, distinctive personal
touch prevails; stylistic nuances and elements are uniquely mastered; well crafted, varied sentence structure is used;
skillful use of vocabulary allows the reader to become emotionally involved. (Scored 1-15)
Character Development
Exemplary stories will have authentic character(s) with dynamic nature enhancing the overall impact and
effectiveness of the writing; characters will evoke an emotional response; the writer will provide insight,
perspective, and empathy with the character(s) and a sense of involvement with them. (Scored 1-5)
Mechanics/Structure
Exemplary stories will show clear control of grammar and punctuation; creative use of conventions may be used to
enhance meaning; license with some conventions may be taken intentionally to make a point;
dialogue/dialect/slang, etc. may be “played with” to creatively portray character(s); the story will be carefully
edited. (Scored 1-5)
Topic Related Research
In exemplary stories, knowledge of the topic is evident and is artfully blended with the story line; an understanding
of the topic’s futuristic trends is evident. (Scored 1-5)
Ranking
Each evaluator receives a sample of randomly distributed scenarios. The top scoring booklet in each evaluator’s
sample is awarded a rank of “1.” The second highest scenario receives a “2,” and so on. Multiple evaluations are
considered to determine the top scenario. Using a ranking system, the toughness or leniency of evaluators is less
significant.
© Future Problem Solving Program International
8/2015
FPSPI Scenario Scoresheet
Evaluator ID: _______ Round: ____________
Division: _______ Scenario ID: _______
Title: _____________________________________
BEGINNING
DEVELOPING
PROFICIENT
STRONG
EXEMPLARY
Creative Thinking
• Little to no integration of creative
thinking
• Creative ideas disjointed/unfocused
• Perspectives/outcomes predictable
throughout
• Evidence of creative thinking going
beyond the norm at times
• Relevant novel ideas present but
may be unclear or unfocused
• Mostly predictable storyline with
‘sparks’ of uniqueness
5 6
• Evidence of inventive thinking
• Original/unusual details noticeable
• Unique or unusual ending, setting,
conflict
Futuristic Thinking
• Little or no development of
• Evidence of more conventional
• Evidence of futuristic concepts but
futuristic trends or projected into the
ideas rather than futuristic
not sustained throughout
future
• Little evidence of futuristic trends
• Reference to futuristic trends made
• Inaccuracies evident in regard to
related to the topic
randomly
futuristic setting
• Does not portray natural progression • Futuristic elements not clearly coninto the future
nected to storyline
1 2
3 4
5 6
• Relevant future trends integrated
throughout the writing
• Specialized terms/language noted
• Futuristic ideas connected to topic
and storyline
1
Idea Development
Style/Voice
2
3
• Ideas minimally developed lacking
details
• No storyline evident or if present,
illogical or unbelievable
• Main idea unclear or disjointed
• Reader left confused
1
• More traditional ideas rather than
inventive
• Creative ideas do not support plot
• Predictable storyline
2
3
4
• Ideas expressed generally unelaborated with repetitious details
• Some unrelated/illogical ideas;
lacks effective plot development;
little relationship to the topic
• Organization random or disjointed;
hints at storyline but not developed
4
5
6
• No sense of who is telling the story • Distant voice; too formulaic/infor• Little evidence of literary techniques
mal or a list of facts
or descriptions to liven story
• Some elements of personal style
• Sentences monotonous/repetitive
emerge in writing but not fully
• Inappropriate or incorrect word
developed
choice
• Some sentence variety evident but
• Voice not suited to the audience
not consistent
• Voice inappropriate for audience or
purpose at times
1
Word Count 1500 or less?
Yes
2
3
No
4
5
6
7
8
7
8
• Strong portrayal of innovative/
ingenious/novel ideas throughout
writing
• Unusual/imaginative details
• Unique/powerful experience for the
reader
9 10
• Understanding of patterns/ trends
and how they might evolve
• Specialized terms/language related
to the topic and storyline
• Strong portrayal of futuristic trends/
predictions enhancing the story
9 10
• Most ideas developed and supported • In-depth ideas supported by elaboby elaborated and relevant details
rated details
• Understanding of plot development • Related connections/reflections evievident but narrow focus on topic
dent along with insight into topic
• Order easily followed, but transi• Strong transitions; logical and cotions may be weak/formulaic
herent organization
• Logical organization; may have
some lapses or lack of coherence
7 8 9
10 11 12
• Complex ideas supported by rich,
engaging, pertinent details
• Strong evidence of analysis,
reflection, insight exploring different
aspects of the topic
• Sophistication in organizational
strategies obvious
• Holds reader’s attention
13 14 15
• Acceptable voice but not strong or
individual
• Evidence of ‘elements of style’ that
give writing life/spirit
• Effort made to vary sentences, but
not sustained
• Appropriate word choice
• Evidence of established voice, but
not sustained throughout; difficult
for reader to stay involved
• Clear, distinctive personal touch
prevails; use of literary techniques
throughout writing makes text
lively/engaging
• Stylistic nuances and elements
uniquely mastered
• Well crafted, varied sentence
structure
• Skillful use of vocabulary allowing
reader to become emotionally
involved
• Reader motivated to reflect on
purpose and consequences
13 14 15
7
8
9
• Suitable voice consistent throughout
writing
• Clear, personal touch prevails;
elements of style uniquely mastered
• Sentences vary in both structure and
length
• Use of appropriately advanced
vocabulary
• Writer’s passion obvious; reader
drawn into storyline
10
11
12
Relation to approved topic:
Yes
No
BEGINNING
Character
Development
• No recognizable character(s)
• Scenario more or less a report or
essay
1
Mechanics
Topic Related
Research
• Many errors of grammar and punctuation
• Errors invasive and distracting
• Appears to be written in draft form
instead of edited and revised
DEVELOPING
PROFICIENT
• Identifiable character(s) but needs
• A sense of character development
further development
including thoughts and feelings
• Difficult to make connection to
throughout the scenario
character(s); character(s) stilted with • Some connection to character(s)
no real purpose
possible; inconsistent personalities
often with irrelevant details
2
• Grammar, punctuation, and/or
spelling interfere with flow of story
• Mechanical errors frequently
interfere with understanding and/or
enjoyment of story
• Editing necessary
1
2
• Little to no knowledge of topic
• Minimal knowledge of topic; few
demonstrated; many inaccurate
relevant terms present; made-up or
terms or facts used
imagined facts
• Lack of appropriate topic knowledge • Topic information used not relevant
makes story confusing
to story
1
2
3
• Average number/type of errors for
age group
• Lack of attention to mechanics may
make story more difficult to follow
or affect meaning
• Some editing necessary
3
• Knowledge of topic obvious but
inconsistent; terms or facts forced
• Some uninteresting or inaccurate
facts with little connection to story
line
3
STRONG
EXEMPLARY
• Strong sense of authentic character(s); many dimensions of a
personality evident, purposeful, and
understandable
• Provides insight, perspective, or
elicits empathy with character(s)
• Sense of involvement with the
character(s)
• Authentic character(s) with dynamic
nature enhancing the overall impact
and effectiveness of the writing
• Character(s) evoke emotional
response
• Writer provides insight, perspective,
and empathy with character(s)
• Sense of involvement with the character(s) throughout
5
4
• Few errors in grammar and
punctuation relative to length and
complexity of the writing
• Good use of age-appropriate
conventions
• Editing evident
• Clear control of grammar and
punctuation
• Creative use of conventions to
enhance meaning; license intentionally taken with some conventions
to make a point; dialogue/dialect/
slang, etc. ‘played with’ to creatively
portray character(s)
• Carefully edited
4
5
• A clear understanding of the topic
• Knowledge of topic artfully blended
connecting smoothly with storyline
with storyline
• Story enhanced by knowledge of the • Knowledge of topic as well as untopic and topic terminology
derstanding topic’s futuristic trends
evident
4
5
Comments:
Totals:
Creative Thinking
Futuristic Thinking
Idea Development
Style/Voice
Character Development
Mechanics
Research
Total Score:
Rank:
6/2014 © Future Problem Solving Program International, Inc
2015 International Scenario Writing Competition
Middle Division – 1st Place Champion
“Once You Let The Eyes In”
“Foot” Episode: Sitting
Hours (Reboot): 5
Views: 53,065
The wall was a mosaic at the moment, each shard of glass its own unique block. Arranged as it
was, Graham knew it could shift to an image of whichever or whomever, and yet he sat numbly, feeling
a presence beyond the glass walls. He felt the scrutiny of the people, their million hungry eyes crawling
all over his body. Looking for signs of distress, discomfort or annoyance, the people watched so that
they could sit down for a session of morbid comedic indulgence, with him as the first- class entertainer.
Graham was thinking about the ways in which people let themselves become laughingstocks, or
rejoice in the presence of one.
I guess people like the idea of showcasing their stupidity. Just look at us now.
In order to follow the trend of celebrating deliberate idiocy, the primitive reality tv show format
was extended to the masses through social media. Now, no matter what the situation was, it was forever
documented and shared. It was the new big thing: Contifoot, the Continuous Footage System forever
documenting each of one’s actions. Contifoot was the new way of living life through someone else’s
experiences.
The system had been dropped on each rock lawn in 2054, a present for the household, coming
with a bill to be checked out to the Contifoot Governmental Corporation. It was a fairly reasonable fee
for a fairly unreasonable life-changer. Cameras the size of cards were hung up in the perimeters of every
room, moving along tracks trailing the walls. They followed and filmed interactions according to facial
recognition and heat detection.
Once he saw the cameras, Graham, at age of four, had an early premonition. Stumbling over to
the box, he charged at its hostile-looking contents with small hands and fists, attacking it with a sudden
fervor. His family, especially his eight-year-old sister, laughed at the sabotage attempt and smiled with
open eyes. They were hardly a perfect family, but in their gazes shone the reflection of the little boy’s
innocence. It was about time to crush it. The moment the cameras were set, the facades were too.
____________________________________________________
“Foot” Episode: Happy Family!
Hours: 17579- 17581
Views: 4,324
The family took a trip to Disney World, the epitome of the nostalgic American childhood.
Overall, it was a smiling experience, a place where kids felt joyful and tag-along parents had to work
extra hard at feigning it. Capturing it all was a custom, high performance Contifoot system, operating on
the parks and rides, and even in the parking lots. All the family footage on the park premises went
directly to personal Contifoot channel feeds.
When the stock market took a plunge and Mother, a private investment broker, had been too
busy being assaulted by a robotic booth to be updated immediately, her poised parent performance was
wanting. Sweat stuck to her forehead, and her breaths heaved in and out with aggravated pants.
Graham noticed his mother lagging, so he grabbed her hand and tugged.
“Mommyyyyyyyy let’s keep going!!”
With the sweat leaving trails down her distraught face, Mother’s faked smile sank into a grimace.
“Mommmyyyyyyyyyyyyyyyyy-”
Mother’s face capsized into a glare, and her hand that was enveloping Graham’s dug into his
pudgy grasp.
“Oww Mommyyyyy!”
His mother spat straight in his ear with a spite-tinged whisper.
“Now listen here, because of you, Mommy’s clients had to watch her playing with robots while
they lost precious money. Don’t get on my nerves and don’t talk about this any more. At least we’ll get
views. Try to look happy, and so will I. At least then this entire thing will count for something.”
Graham’s mother pulled away and plastered on a fresh grin.
“Okay, now sweetie! Lets see that beautiful smile and let’s have some fun!”
Feature Comment: “Your family is so perfect!”
Years went by, and lo and behold, the family all grew. Some grew out their bald spots with
science; some grew into adolescence with baby beards. Some grew out their talents as actors, and some
grew in tastes.
__________________________________________________
“Foot” Episode: Sis is Sizzling!
Hours: 65743- 65815
Views: 12,048
Graham’s now sixteen-year-old sister sauntered down the steps clad in all black, shorts and
midriff- baring shirt rolled into one, topped with a smothering of kohl eyeliner.
Graham watched from the staircase, annoyance plastered across his face.
Graham’s father spat a little of his coffee back into his mug.
The father battled with himself for a second or two, wondering whether he should initiate a
reprimanding moment, perhaps gain some comments for his enlightened parenting. He mentally
resolved to hand over the responsibility to his wife, figuring she could benefit from the moral light in
which that would put her.
However, after waiting several days with no change, the father interrogated his wife at the
kitchen table: “Are we allowing her to dress like this?” Meaning, did they really want to seem like bad
parents on tape?
A smirk from Graham’s mother slapped him across the face, and her tone lowered to that which
the cameras could not overhear.
“I’ve realized something; big shots buying stocks don’t care what sort of mother I am. They care
whether I am working to bring them profit, and besides, it’s a bonus if the daughter is pretty. Did you
see how much our views spiked this past week? I checked, and most of our Contifoot watchers were
actually potential male clients who we could open several investment portfolios with. She doesn’t have
to know that. But we do to see that we’re expanding our customer base.”
The parents glanced over in disdained resignation at their daughter, who was twirling her violet
hair in circles and watching other foots projected from the walls, completely unaware of anything more
than the pretext of her oglers.
“Where’s Graham again?” the father asked nonchalantly.
“Somewhere. Take a look at our neighbor’s channel over on the wall. They’re so crazy in their
“foots.” I love the business they get because of it!” With that, thoughts of Graham flew out with the last
tendrils of the mother’s morals.
Graham glared at his parents and sister in disgust from the staircase.
He was still waiting for someone sweet and innocent to come down to breakfast.
_____________________________________________
“Foot” Episode: Boy Gets Beat (en)!
Hour: 66129
Views: 14,006
The Acclimation to Reality Institution was designed to get students around Graham’s age
accustomed to real- life situations and make better “foots” because of it. The school brought dissolution
about the real world, just not as it promised.
“Hey man, I was watchin’ your “foot” all last night. You’ll never guess what I saw your sister
doing…”
“Shut up!” Graham spat in the direction of his assaulter, the boy whose muscles had won the
growing race against his brain.
The boy’s smirk said it all as he hung over the side of his desk, his eyes bloodshot from the
amount of different people’s footage he perused through everyday.
“Just sayin’, nine o’clock is the best time to watch your channel, and it’s not cus’ of you, buddy.’
He didn’t see Graham’s punch before it bore right into his face.
Feature Comment: “Graham seems pretty acclimated to physical reality to me!”
___________________________________________________
“Foot” Episode: Young Rascal!
Hour: 66137
Views: 94,308
That night, Graham went down the stairs, feeling the cameras turn on from the heat of his
outrage.
I don’t care who’s watching me.
He was not about to let his sister be exploited.
He stood on the chair, summoned all his strength, and yanked the camera from the chain. He
grabbed it in his arms and smashed it, watching the tiny box explode into a kaleidoscope of glass,
dissolving the memories of the awful years. Smiles shot to the camera. Lowered voices darting between
mother and father. Stony glances in his direction, all captured in that little thing. He felt a breath of hope
for at least a moment.
At least until the next camera would show up on his doorstep.
________________________________________________
“Foot” Episode: Young Rascal Can’t Hide!
Hour (Reboot): 1
Views: 65,432
Graham woke from the couch, and for the first time he could remember, he woke to his mother
sitting beside his makeshift bed. He imagined the words she had for him, but nothing came close to what
she actually thrust upon his groggy, irritated self:
“You finally did something! That night, we got more views than ever! Keep your mind spinning;
you’ve finally found your role: the young rascal! With your sister as the pretty one, and you as the
aggressive one, we have all our bases covered!”
With that same zeal, his mother went to assemble the new Contifoot system. Graham watched in
horror as the witness and perpetrator of the terror to come was swiftly hung up on its track. The camera
calibrated, refocused and narrowed its gaze on its new target.
Once we let those eyes in, they never turned away.
Scenario Topics
Treatment of Animals
PP1
Farmers, pet and animal owners, and scientific researchers have many different ways of treating animals in their care. Fewer than
30% of countries have animal welfare laws, and existing laws are not always enforced. Researchers assert that it is important to be
able to use animals in research to test drugs and new medical procedures that can help both people and animals. Sometimes
endangered animals are kept in captivity at a high cost in order to protect their limited populations. Animal shelters are often filled
with feral animals or those that have been abandoned by their owners. Wild animals in many parts of the world come into conflict
with human activity.
In the future, how might research impact human understanding and treatment of animals? Are zoos useful educational tools or
unethical exhibitions? Are certain animals entitled to more rights than others based on cultural or intelligence differences? How can
humans be better stewards in the treatment of animals? Who decides the appropriate treatment of animals and their role in society?
Disappearing Languages
PP2
Language is the soul of a culture. The survival of a culture may depend on the language used for rituals and to describe cultural ideas,
beliefs, and understandings. What is the impact on culture when its language disappears? By some estimates, of the six thousand
languages left on Earth, 90% are expected to disappear or be endangered before the end of this century. In New Zealand, government
and community initiatives are trying to revive the language of indigenous people, but even so it is in a precarious state. Many
indigenous peoples around the globe don’t have support to prevent their language from disappearing. Will anyone be able to read the
rich literature embodied in the disappearing languages in the years to come? What oral traditions will be lost? What responsibilities, if
any, do governments, institutions, and communities have towards preserving endangered languages?
Recovering from Natural Disaster
QP
Earthquakes, tsunamis, tornadoes, hurricanes, floods, wildfires, and other natural disasters are big news when they occur. Front-page
news and internet feeds bring us the details of staggering statistics and images of loss of life and property. Recovery work such as
rebuilding homes, infrastructure, and businesses go on even when the news moves on to the next big story. The human factor such as
recovery from emotional, mental, and physical stress is a painful and difficult journey for survivors of natural disasters, often taking
many years after the disaster strikes. A disaster recovery plan (DRP) often proves inadequate especially since it is often developed
only after a disaster. Government agencies, insurance companies, charitable organizations, celebrities, and individual volunteers
respond with immediate help, but long-term support can be difficult to sustain. How can relief efforts be best utilized, coordinated,
and sustained to assist survivors? How can the people, communities, and countries that are affected by a disaster begin to recover
from their losses and cope with their changed lives? How will the impact on psychological and physical health be managed?
The Global Workplace
AB
The world today is increasingly interdependent with the advent of interconnectedness. The internet brings individuals living in diverse
places together for innovative opportunities in global collaboration. Physical space may no longer define a workplace. Many local and
international corporations are able to employ people without them having to step out of their homes or countries. Developed
countries outsource jobs to other countries where labor may be cheaper and labor laws less regulated. How might a more global
workplace affect local and national economies? Some firms downsize their workforce in favor of automated systems that require less
human input. These changes create a pool of workers who, besides being out of work, are often unprepared for other jobs. How might
employers develop innovative ways to work globally? Is the growing trend of working globally online benefiting current workplace
trends? How might this affect the world economy? What economic or educational changes might better prepare governments,
businesses, and workers for a global workplace?
Wednesday, July 1, 2015
(C) Future Problem Solving Program International, In
Page 1 of 2
Intellectual Property
IC 2014
Music can be downloaded on the internet without the permission of the musician. “Knock-off” watches, purses, and sunglasses are
being sold on city streets. Counterfeit drugs are available in countries around the world, particularly in poorer regions where cost and
availability is an issue. All of these things have something in common with a thief: they all involve illegally taking someone else's
property.
Intellectual property – literary works, music, names and logos that convey information, designs for inventions – plays an important
role in the global economy. Copyrights, trademarks, and patents are all legal protections that allow creators to exclusively benefit
from their innovations, thus encouraging creativity. In the age of globalization and digitalization, these legal protections are being put
to the test and pertinent questions must be considered:
•
•
•
•
How can intellectual property be protected across borders?
Are the Berne Convention, the Madrid Protocol, and the World Trade Organization up to this task?
Are moral or cultural rights, including the knowledge and practice of indigenous people, adequately protected?
In specific situations, such as when patents result in life-saving medicines being unaffordable in less developed countries, how
should intellectual property rights be enforced?
• Should patent assertion entities, or patent trolls, have the same rights as creators of intellectual property?
• Could the inability to protect intellectual property hamper creativity?
Wednesday, July 1, 2015
(C) Future Problem Solving Program International, In
Page 2 of 2
Future Problem Solving Program International 2015-16
Treatment of Animals - Practice Problem #1
Suggested Readings
Casey, M. (2015, February 26). Animal experimentation up 73 percent, study says. CBS News.
http://www.cbsnews.com/news/peta-study-finds-animal-testing-in-federal-labs-on-the-increase/
Doki, C. (2014, June 17). South Sudan’s wildlife become casualties of war and are killed to feed
soldiers and rebels. Inter Press Service. http://www.ipsnews.net/2014/06/south-sudans-wildlifebecome-casualties-war-killed-feed-soldiers-rebels/
Feltman, R. (2014, December 4). New York court rules Tommy the chimp is not a ‘person’. The
Washington Post.
http://www.washingtonpost.com/news/speaking-of-science/wp/2014/12/04/new-york-court-rulesthat-tommy-the-chimp-is-not-a-person/
Goldman, J.G. (2014, February 13). Ethics at the zoo: the case of Marius the giraffe. Scientific
American.com. http://blogs.scientificamerican.com/thoughtful-animal/2014/02/13/ethics-at-thezoo-the-case-of-marius-the-giraffe/
Halverstadt, L. (2014, March 28). Why some SeaWorld opponents still love the zoo. Voice of San
Diego. http://www.voiceofsandiego.org/2014/03/28/why-some-seaworld-opponents-still-lovethe-zoo/
Larson, C. (2014, August 22). Don’t kidnap my dog: an animal rights movement starts in China.
Business Week.
http://www.bloomberg.com/bw/articles/2014-08-22/dont-kidnap-my-dog-an-animal-rightsmovement-starts-in-china
Maldarelli, C. (2014, February 21). Although purebred dogs can be best of show, are they worst
in health? Scientific American. http://www.scientificamerican.com/article/although-purebreddogs-can-be-best-in-show-are-they-worst-in-health/
Mason, R. (2015, March 6). David Cameron backs repeal of ban on hunting with dogs. The
Guardian.
http://www.theguardian.com/uk-news/2015/mar/06/david-cameron-backs-repeal-of-ban-onhunting-with-dogs
Wall, T. (2014, March 26). Why the Copenhagen zoo killed the lion family. Discovery News.
http://news.discovery.com/animals/zoo-animals/why-copenhagen-zoo-killed-lion-family140326.htm
Wilson, I. (2015, January 2). After bear deaths linked to chocolate, New Hampshire Fish and
Game to propose changes to bait regulations. Concord Monitor.
http://www.concordmonitor.com/home/15330058-95/after-bear-deaths-linked-to-chocolate-nhfish-and-game-to-propose-changes-to
Caution: We strongly advise coaches to screen all publications prior to making them
accessible to students
Future Problem Solving Program 2015-16
Disappearing Languages - Practice Problem #2
Suggested Reading
James, F. (2014, October 28). Smartphones apps used to save endangered indigenous languages.
Australian Broadcasting Network http://www.abc.net.au/news/2014-10-28/phone-apps-used-tosave-endangered-indigenous-language/5847640
Morelle, R. (2014, September 3). Economic success ‘drives language extinction’. BBC News.
http://www.bbc.com/news/science-environment-29037168
Nuwer, R. (2014, June 6). Why we must save dying tongues. BBC.com.
http://www.bbc.com/future/story/20140606-why-we-must-save-dying-languages
Pegg, D. (2013, June 28). 25 most endangered languages in the world. List 25.
http://list25.com/25-most-endangered-languages-in-the-world/
Stern, A. (2015, January 26). Technology to the endangered language rescue? Huffington Post.
http://www.huffingtonpost.com/alissa-stern/technology-to-the-endange_b_6225900.html
Stern, A. (2015, January 4). Protecting our cultural endangered species: school policies.
Huffington Post. http://www.huffingtonpost.com/alissa-stern/protecting-our-culturale_b_6091288.html
Turin, M. (2013, December 3). Globalization helps preserve endangered languages. Yale Global
Online. http://yaleglobal.yale.edu/content/globalization-helps-preserve-endangered-languages
Universitat Autonoma de Barcelona. (2014, July 14). Physicists create tool to foresee language
destruction impact and thus prevent it. ScienceDaily.
http://www.sciencedaily.com/releases/2014/07/140725080312.htm
Wright, E. (2014, November 18). What can we learn from efforts to save an ancient South
American language? The Guardian.
http://www.theguardian.com/education/2014/nov/18/endangered-language-quechua-columbiachile
Young, H. (2014, December 22). Reindeer herders, an app, and the fight to save a language. The
Guardian. http://www.theguardian.com/education/2014/dec/22/-sp-reindeer-herders-an-app-andthe-fight-to-save-a-language
Caution: We strongly advise coaches to screen all publications prior to making them
available to students.
Future Problem Solving Program International 2015-16
Recovering from Disaster - Qualifying Problem
Suggested Readings
The Associated Press. (2015, January 10). Haiti better off 5 years after quake, though still
troubled. NYTimes.com. http://www.nytimes.com/aponline/2015/01/10/world/americas/ap-cbhaiti-earthquake-anniversary.html
Folger, T. (2014, December 25). Will Indonesia be ready for the next tsunami? National
Geographic. http://news.nationalgeographic.com/news/2014/12/141226-tsunami-indonesiacatastrophe-banda-aceh-warning-science/
Goldenberg, S. (2014, September 14). Natural disasters displaced more people than war in 2013,
study finds. The Guardian. http://www.theguardian.com/world/2014/sep/17/natural-disastersrefugee-people-war-2013-study
Jegillos, S. G. (2014, December 23. The tsunami’s 10-year impact: in a region still endangered by
disasters, we are better prepared. United Nations Development Program.
http://www.us.undp.org/content/washington/en/home/presscenter/articles/2014/12/23/thetsunami-s-10-year-impact-in-a-region-still-endangered-by-disasters-we-are-better-prepared/
Lee, D. (2014, December 27). Since tsunami, life in Indonesia’s Aceh province shaped by Islamic
law. Los Angeles Times. http://touch.latimes.com/#section/-1/article/p2p-82399460/
McQuire, B. (2015, March 28). Are we ready for the next volcanic catastrophe? The Guardian.
http://www.theguardian.com/world/2015/mar/28/are-we-ready-for-the-next-big-volcaniceruption-tambora-bill-mcguire
Milman, O. (2015, March 25). Life in the Philippines: preparing for the next typhoon. The
Guardian. http://www.theguardian.com/environment/2015/mar/25/life-in-the-philippinespreparing-for-the-next-typhoon-haiyan
Ong, J.C. (2015, March 27). Does humanitarian aid mend communities or break them? The
Guardian. http://www.theguardian.com/global-development-professionalsnetwork/2015/mar/27/impact-communities-distribution-aid-typhoon-haiyan-philippines
Rowling, M. (2014, January 14). States, donors must do more to tackle rising disaster risk: U.N.
Reuters. http://www.reuters.com/article/2015/01/14/us-disaster-developmentidUSKBN0KN1IC20150114
Suroyo, G. (2014, December 25). Thousands pray at Indonesian mosque that survived, 10 years
after tsunami. Reuters. http://www.reuters.com/article/2014/12/25/us-tsunami-anniversaryindonesia-idUSKBN0K30KE20141225
Caution: We strongly advise coaches to screen all publications prior to making them
accessible to students.
Future Problem Solving Program 2015-16
The Global Workplace - Affiliate Bowl Problem
Suggested Readings
Crossley, R. (2014, June 30). Will workplace robots cost more jobs than they create? BCC News.
http://www.bbc.com/news/technology-27995372
Dignan, L. (2013, June 9). Cloud, automation to alter offshore outsourcing equation. ZDNet.
http://www.zdnet.com/article/cloud-automation-to-alter-offshore-outsourcing-equation/
The Economist. (2014, January 18). The future of jobs: the onrushing wave. Business Insider.
http://www.businessinsider.com.au/the-future-of-jobs-the-onrushing-wave-2014-1
Evangelista, B. (2014, November 8). Sigh, Robot: Telepresence of the present not so useful yet.
SFGate. http://www.sfgate.com/business/article/Sigh-Robot-Telepresence-of-the-present-not-so5879455.php
Ito, A. (2014, March 12). Your job taught to machines puts half U.S. work at risk.
Bloomberg.com. http://www.bloomberg.com/news/articles/2014-03-12/your-job-taught-tomachines-puts-half-u-s-work-at-risk
Macklay, K. (2014, February 18). UC Berkeley News Center.
http://newscenter.berkeley.edu/2014/02/18/report-offshoring-and-outsourcing-a-mixed-bag-foramerican-jobs-wages/
McKeefry, H. L., (2014, September 19). Infographic: Apple perfects global supply chain. EBN.
http://www.ebnonline.com/author.asp?section_id=3219&doc_id=274867
Porter, E. (2014, February 24). Globalization that works for workers at home. NYTimes.com.
http://www.nytimes.com/2015/02/25/business/free-trade-that-american-workers-can-livewith.html
Salzman, H. & Lowell, B. L. (2013, July 24). The bogus high-tech worker shortage: How guest
workers lower U.S. wages. PBS NewsHour. http://www.pbs.org/newshour/rundown/the-bogushigh-tech-worker-shortage-how-guest-workers-lower-us-wages/
Simon, C. C. (2013, January 30). The world is their workplace. NYTimes.com.
http://www.nytimes.com/2013/02/03/education/edlife/the-world-is-their-workplace.html
Zarroli, J. (2014. December16). “Reshoring’ trend has little impact on U.S. economy, study finds.
NPR. http://www.npr.org/2014/12/16/371059896/reshoring-trend-has-little-impact-on-u-seconomy-study-finds
Caution: We strongly advise coaches to screen all publications prior to making them
accessible to students.
Future Problem Solving Program International
Intellectual Property - IC
Suggested Readings
Bessler, A. (2014, August 1). Obama signs bill “unlocking” cell phones. CBS News.
http://www.cbsnews.com/news/obama-signs-bill-unlocking-cellphones/
Bogel, A. (2014, November 17). U.S. public health advocates are worried about a historic trade
deal with Asia. The Week. http://theweek.com/article/index/272035/us-public-health-advocatesare-worried-about-a-historic-trade-deal-with-asia
Campbell, T. & Cass, W. (2013, December 5). 3-D Printing will be a counterfeiter’s best friend.
Scientific American. http://www.scientificamerican.com/article/3-d-printing-will-be-acounterfeiters-best-friend/
Carson, E. (2014, August 1). 3-D printing: Overcoming the legal and intellectual property issues.
ZDNet. http://www.zdnet.com/article/3d-printing-overcoming-the-legal-and-intellectual-propertyissues/
China’s Alibaba spent $160 fighting fake goods. (2014, December 23). BBC News.
http://www.bbc.com/news/business-30595150
Chung, A. & Levine, D. (2014, October 22). Big Tech winning battle with ‘patent trolls.’ Reuters.
http://www.reuters.com/article/2014/10/22/us-tech-ip-trolls-insight-idUSKCN0IB15Z20141022
Gibbs, S. (2014, August 12). Monkey business: macaque selfie can’t be copyrighted, say US and
UK. The Guardian. http://www.theguardian.com/technology/2014/aug/22/monkey-businessmacaque-selfie-cant-be-copyrighted-say-us-and-uk
Hern, A. (October 31). Spain moves to protect domestic media with new ‘Google tax’. The
Guardian. http://www.theguardian.com/technology/2014/oct/31/spain-newspaper-google-tax
Patents that kill. (2014, August 8). The Economist.
www.economist.com/blogs/freeexchange/2014/08/innovation
Pollack, A. (2014, March 10). Patentholder on breast cancer tests denied injunction in lawsuit.
NYTimes.com. http://www.nytimes.com/2014/03/11/business/patentholder-on-breast-cancer-testsdenied-injunction-in-lawsuit.html?_r=0
Sweeny, M. (2014, May 29). Google is not doing enough to curb online piracy, says Cameron
advisor. The Guardian. http://www.theguardian.com/media/2014/may/29/google-curb-onlinepiracy-cameron-adviser
Weed, J. (2014, April 28). Welcome to the Haiyatt. In China, it’s not the hotel it sounds like.
NYTimes.com. http://www.nytimes.com/2014/04/29/business/international/sound-alike-hotels-inchina-borrow-western-brands-prestige.html?_r=1
Caution: We strongly advise coaches to screen all publications prior to making them
accessible to students.