Here - Arthur Carhart National Wilderness Training Center PDF
Preview Here - Arthur Carhart National Wilderness Training Center
the W ILDERNESS & L E AND THIC C URRICULUM NNNNNIIIIINNNNNTTTTTHHHHH TTTTTHHHHHRRRRROOOOOUUUUUGGGGGHHHHH TTTTTWWWWWEEEEELLLLLFFFFFTTTTTHHHHH GGGGGRRRRRAAAAADDDDDEEEEE FFFFFIIIIIRRRRRSSSSSTTTTT EEEEEDDDDDIIIIITTTTTIIIIIOOOOONNNNN AAAAArrrrrttttthhhhhuuuuurrrrr CCCCCaaaaarrrrrhhhhhaaaaarrrrrttttt NNNNNaaaaatttttiiiiiooooonnnnnaaaaalllll WWWWWiiiiillllldddddeeeeerrrrrnnnnneeeeessssssssss TTTTTrrrrraaaaaiiiiinnnnniiiiinnnnnggggg CCCCCeeeeennnnnttttteeeeerrrrr ELBAT FOSTNETNOC FOREWOR D ................................................................................. . i INTRODUCTIO N ........................................................................... . ii :SSENREDLIW NA O VERVIE W ... . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 L EA V E NO TRA C E DLEIF EXPERIENCE E . . . . . . . . . . . . . . . . . . . . .. .. .. . .. . 31 Lesson 1: The Best Trip is Well Planned! ytivitcA :1 erA uoY?ydaeR Activity 2: Will You Make It? Activity 3: Developing a “Total Food Planning” List Activity 4: The Skills Trail Lesson 2: A Wilderness Backpacking Trip Activity 1: Planning a Wilderness Backpacking Trip Activity 2: Activities for a Backpacking Trip Lesson 3: Reflections on Wild Places-A Journal-Making Activity Activity 1: Setting the Stage Activity 2: Journalin g Layers of the Landscape LAICOS SEIDUTS naciremAnemnrevoG t . . . . . . . ................................................................... . 75 Lesson 1: Who Manages Wilderness? Activity 1: Legislation and Management naciremA ;tnemnrevoGhpargoeG y . . . . . . . . ........................................................ . 79 Lesson 2: National Wilderness Preservation System, Geographic Locations Activity 1: National Wilderness Preservation System noitacinummoC :strA ;hsilgnEtabeD/hceepS e . . . . ......................................... . 82 Lesson 3: Fact vs. Opinion Activity 1: Opposing Viewpoints Activity 2: We Can’t Always Believe What We Read! Lesson 4: Wilderness Issues: Community Attitude Survey Activity 1: Wilderness Issues: Community Attitude Survey noitacinum m:osCtrA ;hsilgnE hceepS ;etabeiDhsdrawetS p . . . . . . . . . . . . . . . . . 97 Lesson 5: Wilderness Management Case Studies Activity 1: Wilderness Management Scenarios larutluC/lacirotsiHevitcepsreP s . . . . . . ...................................................... . 801 Lesson 6: Celebrating Our Diversity Through Wilderness Activity 1: Visions of the Wild Activity 2: All Things are Connected STNETNOC FO ELBAT LAICOS SEIDUTS).tnoc( naciremA yrotsiH/tnemnrevoGnoitcennoC s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Lesson 7: The Wildlands Proposal - Mapping Out Future Living Space Activity 1: Mapping a Regional Wilderness Recovery Network for a Local Area Lesson 8: Wilderness: Human Uses, Past and Present Activity 1: Wilderness: Human Uses, Past and Present Lesson 9: Recognizing Recreational Benefits of Wilderness Activity 1: Wilderness Carrying Capacity Activity 2: Plan a Trip Activity 3: Wilderness Value Questions to Ponder Activity 4: Observing Ecological Processes on the Landscape sreeraC noitamrofnI rofrolesnuoC s . . . . . . . . . . . ................................... 129 Lesson 10: Wilderness Careers Activity 1: Wilderness Career Opportunities ytivitcA :2 ylraE yaDsregnaR pihsredaeLllikS s . . . . . . . . . . . . . . ..................................................... 137 Lesson 11: Perspectives on Leadership Activity 1: Qualities of an Outdoor Leader Activity 2: Developing GOOD Judgement Activity 3: Leadership Traits aciremA n nrevoG ;tnem noitacinummoC ;strA g nriereoP t.uT. . . . . . . . . . . . . . . . . .641 Lesson 12: Protecting Open Space Activity 1: Protecting Open for Wildlife Lesson 13: Life-style and Wilderness (Issues & Action Practicum) Activity 1: Life-style and Wilderness Lesson 14: Teaching a Wilderness Lesson (Teaching Practicum) NACIREMA YROTSIH - naciremAnemnrevoG t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Lesson 1: What is Wilderness? Activity 1: What is Wilderness? Activity 2: Citizen Action: the Wilderness Act Lesson 2: Environmental Policy History Activity 1: The American Experience: Battle for Wilderness Activity 2: Muir and Pinchot Today Activity 3: Wilderness enilemiT ELBAT SFTONETNOC AMERICAN HISTORY Lesson 3: Historical Photographs Activity 1: A Wild Image Frozen in Time Lesson 4: Traditional Tools Activity 1: Traditional Tools Lesson 5: Minimum Tools Activity 1: Minimum Tools Lesson 6: Wilderness Literature Activity 1: The Power of Literature ;sevitcepsrePrutaretiL e . . . . . . ...................................................... 215 Lesson 7: Historical and Cultural Perceptions of Wilderness Activity 1: A Letter too Late Activity 2: Interacting on the Frontier Lesson 8: The Wilderness Commons Activity 1: Tragedy of the Commons Activity 2: The Place, the Region, and the Commons Activity 3: The Commons Dilemma Activity 4: The Wilderness Experience noitacinummoC ;strAhcraeseR .................................................... 225 Lesson 9: Wilderness Heroes & senioreH Activity 1: Wilderness Heroes & senioreH snoi t .ceetnanb oe.CD / nh,oc sie.tterapAcSi n,.utmnmeo m C.nnraecvi or.GemA332 Lesson 10: Prohibitions and Conflicting Uses in Wilderness Activity 1: Prohibitions and Conflicting Uses in Wilderness Activity 2: Summing It All Up, What Do You Think? ytivitcA :3 dezinahceM niatnuoMgnikiB ,pihsdrawetS noitacinummoC ,strAtabeD/hceepS e . . . . . . . . . . . . . . . 342 Lesson 11: Wilderness: A Way of Life Activity 1: All things are Connected Activity 2: Native American Storytelling Lesson 12: Looking Into the Future Activity 1: Wilderness Management Dilemma ENGLISH naciremAnemnrevoG t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252 Lesson 1: Rewriting the Wilderness Act Activity 1: Rewriting the Wilderness Act ELBAS TTFNOETNOC ENGLISH (cont.) :erutaretiL naciremArotsiH y .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259 Lesson 2: Wilderness Literature Activity 1: The Power of Literature Activity 2: Freedom and Wilderness Activity 3: The Etiquette of Freedom Researc h . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266 Lesson 3: Contemporary Role Models in Wilderness & Land Ethics Activity 1: Contemporary Role Models in Wilderness & Land Ethics ;scitehtseA evitaerCnitirW g . . . . . . . . . . . . . ....................................... 072 Lesson 4: Reflections on Wild Places - A gnikaM-lanruoJytivitcA Activity 1: Setting the Stage Activity 2: Journaling - Layers of the Landscape erutaretiLevitcepsreP s .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275 Lesson 5: Story: Communicating Experience Activity 1: Parts of a Story Activity 2: Landscape and Narrative Lesson 6: Perceptions of the Wild Activity 1: Perceptions of the Wild erutaretiLnoitcennoC s . . . . . . . . . . . . . . . . . . . . . . . ................................... 382 Lesson 7: Wilderness Connections Activity 1: Connecting With Wilderness T A EH RT S lausiV/scitehtseAtrA s .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 982 Lesson 1: The Art of Wild Places Activity 1: The Art of Wild Places Activity 2: Wilderness and the Imagination isuM/tnemevoM/ecnaD c .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292 Lesson 2: Wilderness and Performing Arts Activity 1: Story Without Words Activity 2: Do You Hear What I Hear? Lesson 3: Spaces and Places: Human Environments and Wilderness Activity 1: Aimless Wandering Activity 2: The Grid Activity 3: Arcing ELBAT FOSTNETNOC EHT STRA (cont.) lausiV strAevitcepsreP s . .................................................. 304 Lesson 4: Historical Photographs Activity 1: A Wild Image Frozen in Time Lesson 5: Landscape Artists and Photographers Activity 1: Landscape Artists and Photographers Lesson 6: Photography Activity 1: Photos Keep It Happening! noitacinummoC ;strA aideM ycaretiLnoitcennoC . . . . . . . . . . . . . . . . . . . . . . . . . . 312 Lesson 7: “Oooh You Wild Thang ” - Wild Places Used in Making the Pitch Activity 1: Advertisement Collection Activity 2: Simulation Discussion S CIENC E goloiB y .................................................. 323 Lesson 1: Wilderness Ecosystems Activity 1: A Journey Through the National Wilderness Preservation System ;ygoloiBcraeseR h . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 723 Lesson 2: Wilderness Research Activity 1: Wilderness Research ygoloiBnoitcennoC s .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333 Lesson 3: Noxious Weeds - What Can I Do? Activity 1: Who Lives Here? Activity 2: Weed Management Field Trip Lesson 4: Endangered Species Activity 1: Endangered Species ;ygolocE htraE ;ecneicSgoloeG y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353 Lesson 5: Geology: Shaping Landscapes Activity 1: Identifying Landforms Activity 2: Natural Landforms, What Relief! Activity 3: Branching out: Take a Look at Landforms Activity 4: Geology of Wild Places Lesson 6: A Source of Fresh Wate r - Wilderness Watersheds ytivitcA :1 paM slobmySogniB Activity 2: Reading the Lan d Contours! Activity 3: Mapping a Watershed Lesson 7: Air Quality Activity 1: Payne’s World Activity 2: Air Strips ELBAT SFTONETNOC ECNEICS).tnoc( ;pihsdrawetS ;ygolocE naciremAnemnrevoG t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389 Lesson 8: Connecting to Our Natural World Activity 1: Wildland Designation Activity 2: Values and Benefits of Wilderness Activity 3: Making the Connection M AT H hpargoeG y .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405 Lesson 1: Wilderness Happenings - What the Numbers Tell Us Activity 1: Where is Wilderness Activity 2: Growth of National Wilderness Preservation System Activity 3: Alaska ;ygolocEgoloiB y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 614 Lesson 2: Carrying Capacity: What is a Viable Population? A Lesson on Numbers and Space Activity 1: Do You Have Enough Space for Those Animals? ;pihsdrawetS ecruoseRoitavresnoC n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 Lesson 3: Energy Consumption and Wilderness Activity 1: Renewable Energy Research and Development Activity 2: Flip the Switch for Wildlife SGNIDAER DNAECNEREFER S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 924 YRASSOLG FOMRET S . . . . . . . ...................................... . 534 APPENDICE S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . 441 Foreword Judging by the inquiries we've received from teachers, wilderness managers, and the public, the arrival of this first edition of the Wilderness and Land Ethic Curriculum for grades 9 through 12 is nearly a blessed event, not just for us, but for the community that values wilderness. We recognize that what you have before you has taken many months to appear, partly as a result of its complex- ity, and partly because of our desire to make it the best possible tool. Well, here you have it. If you find errors in the text, just let us know so we can fix them in subsequent versions. Likewise, we will be looking for better ways to get this curriculum into the hands that need it most. And re- member, the most recent edition of this document will always be on the Web at www.wilderness.net. There are many, many selfless people who contributed to this finished product. Those that first come to mind are Chris Ryan (at the Carhart Center) who shepherded this curriculum through the labyrinths of its creation; Kari Gunderson, who envisioned the final product and developed much of the content; and Pam Davis, curriculum development specialist, who helped make it a most compel- ling and functional document. Lessons were pilot tested by teachers in their classrooms, throughout the country, and their feed- back is woven into nearly every page. Heartfelt thanks go to those many teachers. Several federal employees acted as regional coordinators for pilot testing: Barb Miranda, Mark De Greggorio, Alice Cohen, Marcia Heymen, Patrick Lancaster, Susan Sater, Greg Hansen, and Rol Hesselbart. After such a long wait for the final product, they will probably be relieved and even surprised to finally see the fruit of their labor. Special thanks go to Laurie Kreis at the Carhart Center for help with text revisions and pilot test distribution. Thanks as well to Dave Cornell, whose computer magic and quiet patience translated seemingly indecipherable margin notes into a coherent and legible prod- uct. Thanks should really go out in concentric circles, like spreading ripples on water, to more and more people who in some way contributed to this project. But this foreword is long enough, and I ear- nestly hope you all know who you are and can recognize and value your contributions. The Ger- man philosopher Goethe wrote that we are shaped and fashioned by what we love. You have all been shaped and fashioned by your passion for wilderness, and this curriculum you are holding in your hands today has been shaped and fashioned by you as well. Thank you. Connie G. Myers Director Arthur Carhart National Wilderness Training Center Missoula, Montana April 1999 i Introduction WELCOME TO THE 9TH THROUGH 12TH GRADE WILDERNESS CURRICULUM! The National Wilderness Preservation System, totaling approximately 104 million acres and consist- ing of 630 individual Wilderness units, is under the jurisdiction of four land management agencies: three in the Department of Interior and one in the Department of Agriculture. The National Wilder- ness Preservation System was established with the passage of the Wilderness Act in 1964. The Wilderness Act begins with these prophetic words: In order to assure that an increasing population, accompanied by an expanding settlement and growing mechanization, does not occupy and modify all areas of the United States... leaving no lands designated for preservation and protection in their natural condition, it is hereby declared to be the policy of the Congress to secure for the American people of present and future generations the benefit of an enduring resource of wilderness. Wilderness or wilderness? In this curriculum we have used wilderness and Wilderness throughout the text. We have distin- guished between the two by using wilderness to denote the concept of wilderness, wild lands, and wild places. When Wilderness is used, it refers to federal lands that have been protected under law by Congress as designated Wilderness. These lands are included in the National Wilderness Preservation System, managed by the Forest Service, National Park Service, Bureau of Land Management, and the Fish and Wildlife Service. HOW THIS CURRICULUM IS ORGANIZED This Wilderness Curriculum is designed to provide classroom teachers, land managers and outdoor educators with an interactive resource to promote awareness and appreciation of the cultural, environmental, and experiential values of wilderness. This curriculum is divided into a Wilderness: An Overview section, a Leave No Trace/ Field Experi- ence section, and then six subject matter sections: Social Studies, American History, English, The Arts, Science, and Math. We recommend that you first peruse Wilderness: An Overview for a concise orientation to what wilderness is all about, then take a look at the array of lessons and activities that pertain to your area of emphasis. Please keep in mind that lessons of interest to you may be found under more than one subject area. Following the lessons and activities, you will find a glossary of terms, suggested background read- ing materials, and a listing of components that make up the complete 9th - 12th grade Wilderness Box. The Wilderness Box is a collection of most of the materials you will need to carry out any of the activities in this curriculum. The Box is an excellent resource for a school or school district, providing teachers of different subject areas easy access to the tools they need to teach the lessons. Materials included in the box are referenced by a ˝˝˝˝˝..... But please keep in mind that you do not have to have the Box to be able to utilize this curriculum. You should be able to easily ii INTRODUCTION obtain supporting materials for any of the activities locally; we have also included a list of vendors of the specific Box components at the end of this curriculum. We encourage you to adapt the lessons to your own settings and needs. This curriculum is accompanied by The Wilderness Reader, which contains the texts of most of the readings referred to in the lessons. The Reader can also stand alone as a delightful collection of essays that will inspire you and deepen your understanding and appreciation of wilderness. PHILOSOPHY "In the end we will conserve only what we love, we will love only what we understand, and we will understand only what we are taught." -- Baba Bioum Wilderness is a teacher. Wilderness areas are living classrooms from which knowledge about ourselves and our world are lessons, waiting to be learned. The best way to learn about wilderness is to go there. First-hand field experiences are exponentially more powerful than second-hand classroom experiences. Getting out of the boxed-in walls of a classroom into the three-dimensional world of wilderness will instill in students a desire to learn more about wilderness, making the classroom lessons much more powerful. This will lead to an appreciation of wilderness and a desire to act as good stewards of our wilderness areas. For this reason, the field experience portion of the Wilderness and Land Ethic Curriculum precedes classroom experiences. Every effort should be made to arrange field trips to places where students can see, hear, smell, taste, and feel the natural wonders of our world. NATIONAL SCIENCE EDUCATION STANDARDS The National Science Education Standards were published in 1996 by the National Research Council. The National Science Teachers Association along with the National Academy of Sciences and other groups support this document that was designed to enable all students in the nation to achieve the goal of becoming scientifically literate. Connections between the Standards and the Wilderness and Land Ethic Curriculum include: Identify and Use Resources Outside the School: "The school science program must extend beyond the walls of the school to the resources of the community... The physical environment in and around the school can be used as a living laboratory for the study of natural phenomena." Connect to Other School Subjects: "Student achievement in science and in other school subjects such as social studies, language arts, and technology is enhanced by coordination between and among the science program and other programs... As an example, the National Standards for Geography include knowledge about land forms, as do the earth and space science standards. A combined geography and science unit is natural." iii
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