This document outlines an activity for a first year seminar course that involves critical thinking. Students are presented with a scenario where 13 people are left on Earth after a virus wipes out the population. They must take shelter in a bunker but there is only enough resources for 4 people. Students must decide which 4 individuals from a list should stay in the bunker and survive, and they must justify their choices. The activity aims to promote discussion of controversial topics and integrate different domains of critical thinking.

1. FYS Day 1 Activity: Survival 101 … Who Makes the Cut?
FYS Activity Author: Elmer Price
Rationale: This activity serves as an icebreaker to the course and provides an
introduction to integrative (critical) thinking. Additionally, because this topic may be
somewhat controversial, ideally first year students will discuss it outside of class, which
will help promote the perception that FYS sections contain some standardization.
I. This lesson incorporates the following highlighted Domains of Critical Thinking:
1. Scientific thinking.
2. Social, ethical and historical thinking.
3. Aesthetic and artistic thinking.
4. Informational and technical literacy.
5. Oral, written and visual communication.
6. Multicultural and international thinking.
7. Mathematical and abstract thinking.
II. This lesson incorporates the following highlighted Student Learning Outcomes:
1. Reasoning
2. Cultural Judgment
3. Representations
4. Information Literacy
5. Reflection
6. Integrative Thinking (aka Critical Thinking Domains)
II. (Optional) If you wish to use this assignment as a GEAR artifact - This lesson
incorporates the following highlighted GEAR TAGS (aka Marshall University Core
Curriculum Learning Outcomes)
*This is not a recommended GEAR upload.

2. Survival 101 … Who Makes the Cut?
Scenario:
The Avian Flu has just wiped out the entire planet’s population, except for 13 people
who find themselves to be the only people left on the earth. They manage to all make it
to a safe bunker. In order to outlive the virus, they need to survive 2 years. Only 4 can
be accommodated in the bunker. Eight will have to be expelled because there are not
enough resources for all of them to survive.
If all stay, resources will sustain them for a maximum period of six months.
In the bunker, there are the following facilities:
 sewage system
 water
 seeds
 some clothes
 a few books
 some medical facilities but no operating material
 a greenhouse
Explain who you think should live, and present your case to the rest of the group.
Argue for their life unless you want to sacrifice them for the others. Listen to the
arguments from the rest of your group as well, and challenge them to define their
positions.
a. scientist
b. priest
c. married couple who are hippies and drug addicts
d. a single pregnant woman with a 5 year old girl
e. a army officer who has mental instability of some sort but is useful nonetheless
f. an elderly woman
g. a disabled person
h. lawyer
i. lazy welfare dependent
j. doctor
k. university professor
It is possible to make connections and describe dependencies between select
individual domains. There may not be clear links between all domains, but with
some deep and creative (aka “critical!”) thinking, one can draw several connections.

3. WORKSHEET: Who Will Survive
Group Number: Date:
Name:
Name:
Name:
Name:
Name:
Signature:
Signature:
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Which four individuals should stay and survive, AND WHY:
Person:
Reason for staying:
Person:
Reason for staying:
Person:
Reason for staying:
Person:
Reason for staying:
Why were the others left to die?
Person:
Reason for sacrificing:
Person:
Reason for sacrificing:
Person:
Reason for sacrificing:
Person:
Reason for sacrificing:
Person:
Reason for sacrificing:
Person:
Reason for sacrificing:
Person:
Reason for sacrificing:
Person:
Reason for sacrificing:
Person:
Reason for sacrificing