My public lands, middle school teaching guide : wild and scenic rivers

2018·6.7 MB·English

Wild
and
Scenic
Rivers
Dear Teacher,
them. The three activities take students beyond
an awareness of wild and scenic rivers. The story
map, the Craighead brothers’ writings, and the
Welcome to this Classroom Investigation Series
poetry inspired by rivers combine to give students
unit about America’s wild and scenic rivers. Its
a deep appreciation for the practical and spiritual
main goal is for students to understand and
values sustained by rivers and by the act.
appreciate their public lands and waters through
outdoor recreation and exploration of river-
Although designed for middle school students,
inspired poetry.
the unit can be adapted for high school and upper
elementary levels. Civics and history teachers who
Through this teaching guide, students learn to
are covering lawmaking or civic participation may
locate wild and scenic rivers their families can
find the unit useful, as may language arts teachers
visit. Students also carefully read the language
who want to provide engaging primary source
of the Wild and Scenic Rivers Act (act), which
documents for their students.
motivates them to explore public lands and
volunteer to maintain rivers and watersheds.
The unit supports innovative strategies in
Like the other agencies in the Department of the
education, such as:
Interior, the BLM relies heavily on volunteers to
efficiently manage its diverse landscapes. Youths
Social and emotional learning: Students
and families who are inspired to volunteer on the
participate in small groups in which they work
public lands see firsthand how multiple-use land
together, listen and speak to one another, and
management balances minerals development,
collaborate.
recreation, respect for Indian tribes and Alaska
Natives, grazing, and habitat protection.
Interdisciplinary instruction: As they progress
Recreation and volunteer experiences on public
through the unit, students analyze maps to
lands and waters can turn casual visitors into
determine the nearest wild and scenic river,
well-informed, lifelong allies of public lands who
practice persuasive communication skills,
deeply understand the BLM’s mission.
explore the historical background and clauses
of a statute, and interpret poetry about rivers.
The three activities in the teaching guide help
students find wild and scenic rivers, explore the
history of the passage of the act, and develop
Curriculum
their own river-inspired poetry. Students use a
web-based story map to examine the river values
Connections
that form the basis for the act, and they navigate
an interactive map to find the wild or scenic river
nearest to their school. They then read passages The activities address the following Common
written by the Craighead brothers, whose Core English Language Arts Standards:
decades-long advocacy helped bring the act into
existence. The example of the Craighead brothers • CCSS.ELA-LITERACY.RI.7.1: Cite several pieces
shows students how to translate experiences of textual evidence to support analysis of what
on rivers into a passion for America’s awesome the text says explicitly as well as inferences
landscapes and a shared conservation ethic. drawn from the text.
The final activity in the teaching guide shows • CCSS.ELA-LITERACY.RI.7.3: Analyze the
students how rivers have inspired poetry for interactions between individuals, events,
centuries. Students read river-inspired verse, and ideas in a text (e.g., how ideas influence
identify metaphors, and compose their own individuals or events, or how individuals
original poems that reflect what rivers mean to influence ideas or events).
• CCSS.ELA-LITERACY.RL.7.4: Determine the The Department of the Interior and the BLM
meaning of words and phrases as they are used carry out their missions by encouraging
in a text, including figurative and connotative environmentally responsible development of
meanings; analyze the impact of rhymes and energy and minerals on public lands, working as
other repetitions of sounds (e.g., alliteration) on a good neighbors with partners and communities
a specific verse or stanza of a poem or section to promote multiple-use management on
of a story or drama. public lands, supporting working landscapes
to boost employment, and providing access
This unit supports standard D2.Civ.3.6-8 of the to hunting, fishing, camping, hiking, and other
“College, Career, and Civic Life Framework for recreational opportunities. Wild and scenic rivers
Social Studies State Standards,” published by the are well-known access points for recreation,
National Council for the Social Studies: Examine promoting health and appreciation of America’s
the origins, purposes, and impact of constitutions, awe-inspiring public lands. And as members of
laws, treaties, and international agreements. the public gain appreciation for public lands,
they deepen their understanding of shared
The activities address the following essential conservation stewardship, habitat preservation,
understandings: and multiple-use management. Outdoor activity
on rivers invites the public to the intersection of
• The National Wild and Scenic Rivers System is conserving our natural treasures and expanding
built upon seven fundamental values. access to outdoor recreation. In short, visiting
wild and scenic rivers shows the public what “for
• Citizen voices shaped much of the content of the benefit and enjoyment” of the people means.
the Wild and Scenic Rivers Act.
The BLM has the responsibility to protect and
• Rivers inspire poets and others to create enhance river values (free flowing condition,
enduring art. water quality, and outstandingly remarkable
values) on 69 designated rivers in 7 states
covering over 2,400 miles and 1,001,353 acres
About the Bureau of (19 percent of the wild and scenic rivers) and on
hundreds of eligible and suitable rivers across the
Land Management western states.
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The BLM manages more than 245 million acres r
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of public land located primarily in 12 western m
states, including Alaska. The BLM also administers In
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700 million acres of subsurface mineral estate s
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throughout the nation. The agency’s mission is a
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to sustain the health, diversity, and productivity Rivers play a significant role in our lives, even n
of America’s public lands for the use and if we don’t live near one. Rivers are important W,
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enjoyment of present and future generations. sources of food and water for people as well as D
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Diverse activities authorized on these lands for wildlife, and they provide habitat for a wide
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generated $75 billion in sales of goods and variety of plant and animal species. Rivers also D
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services throughout the American economy in serve as pathways for exploration, transportation, C
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fiscal year 2016—more than any other agency in and commerce. They provide irrigation for
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the Department of the Interior. These activities croplands and energy to power machines and R
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supported more than 372,000 jobs. homes. In addition, rivers offer opportunities for
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recreation and possess aesthetic and inspirational When he signed the act, President Lyndon B.
values that reinforce our connection with nature. Johnson said that it gave “immediate protection to
portions of eight rivers and a ribbon of land along
Rivers connect people and communities to each river bank.” The act also named 27 rivers as
America’s great outdoors and are vital migration potential additions to the National Wild and Scenic
corridors for fish and wildlife. Healthy rivers Rivers System and provided a process for future
enhance the resilience of human and natural designations. Today, the Wild and Scenic Rivers
communities. Millions of people visit wild and Act protects more than 200 rivers in 40 states and
scenic rivers annually, either on their own or Puerto Rico, and the BLM manages hundreds of
through hundreds of permitted commercial “study” rivers across the country, evaluating their
outfitters, which generates economic activity in suitability for inclusion in the system.
local communities.
Protecting wild and scenic rivers improves
In 1968, Congress recognized the need to protect recreational access and community partnerships
some of our rivers on behalf of future generations that enhance quality of life outcomes (e.g.,
and passed the Wild and Scenic Rivers Act (Public economic benefits to small businesses) for
Law 90-542). The act created the National Wild residents and visitors. The BLM focuses on
and Scenic Rivers System to preserve certain enhancing river recreation, which supports jobs
rivers with outstanding conservation values in in tourism and outdoor recreation; working with
free-flowing condition. The act defines three communities to take action to secure economic,
categories of protected rivers: wild, scenic, and social, and ecological benefits of having a healthy
recreational. It safeguards the special character of river; protecting and restoring rivers for people
these rivers while also recognizing the potential and fish and wildlife; and working collaboratively
for their appropriate use and development. It with local, state, tribal, and other federal
also enables all levels of government to work with agencies on river protection, restoration, and
landowners, river users, tribal nations, and private recreation access.
organizations to protect and manage river values
through shared stewardship.
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S Activity 1: Just the Facts from a
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Activity 1: Just
Time Estimate
the Facts from a
45 minutes
Story Map
Learning Objectives
Students will be able to (1) describe the river
For the Teacher
values underlying the Wild and Scenic Rivers
Act; (2) identify the location of a wild or scenic
This activity addresses the following
river; and (3) describe the attractive features of
essential understanding:
that river.
• The National Wild and Scenic Rivers
System is built upon seven outstandingly
remarkable values.
Teacher Preparation
1. Arrange for an Internet
connection so that students can
Overview
use the National Wild and Scenic
Rivers System story map.
This is the first of three activities that
address wild and scenic rivers. This 2. Make enough copies of the activity 1
activity introduces students to: handout, “Questions for the Story Map,”
for each student.
• The values outlined in the Wild and Scenic
Rivers Act. 3. Gather flipchart paper and markers that
students can use to make magazine ads.
• The agencies that manage wild and
scenic rivers. C
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• The locations of wild and scenic rivers. ro
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Procedure
1. Ask students what they see in their minds when Story Map.” The story map explains the act,
they hear the phrase “wild and scenic river.” how rivers can be designated, and the river
Give them 60 seconds to write or call out as values that are protected by the act.
many adjectives as possible that describe
6. Distribute the activity 1 handout, “Questions
what they see. Then ask them what they
for the Story Map,” and have students work in
don’t see in their mental picture of a wild and
groups of four or five to answer the questions.
scenic river (expect responses such as people,
Ask each group to select a spokesperson.
pollution, and buildings along the shore).
7. Once groups have answered all the questions
2. Ask students where they have visited rivers, how
on the handout, review each answer by calling
often, what they do there, and why they go.
on groups in turn.
3. Using a projector or individual computers,
visit https://www.rivers.gov/wsr-act.php. 8. Distribute flipchart paper and markers and ask
the groups to create magazine ads promoting
Explain that the Wild and Scenic Rivers
a wild or scenic river that they identified using
Act of 1968 (act) protects free-flowing
the story map. The ad should encourage
rivers and river segments that have certain
“outstandingly remarkable values.” people to visit the river and explain how the
river represents one or more of the river-
4. Review the three types of protected
related values specified in the act.
rivers defined in the act: wild, scenic, and
recreational. Ask students which of the three 9. Invite groups to share their ads.
types of rivers best describes the river they
10. Reconfigure the class into one unit and ask:
pictured in their minds.
Which river values did the ads mention most
5. On the web page, click on the green map in frequently? Why do you think these values are
the upper right (or visit https://www.rivers. the most appealing to the public?
gov/map.php), and then click on “View Our
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s Plan a field trip to a segment of a nearby stream “outstandingly remarkable values” on
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or river and assess how well it satisfies the seven the handout.
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Activity 1 Handout
Questions for the Story Map
Visit https://www.rivers.gov/map.php and click “View Our Story Map.”
1. When it comes to wild and scenic rivers, what is the main task of the four federal agencies (the
Bureau of Land Management, National Park Service, U.S. Forest Service, and U.S. Fish and Wildlife
Service) that are responsible for the National Wild and Scenic Rivers System?
2. For state-administered national wild and scenic rivers, state governments protect and enhance river
values except when sections run through _____ or _____ lands.
3. Wild rivers represent vestiges of _____ America; scenic rivers must be free of _____ and may be
accessible by _____; and recreational rivers are readily accessible by road or _____.
4. How are the following “outstandingly remarkable values” defined under “example criteria” in the
story map?
a. Scenic:
b. Recreational: C
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c. Geologic: o
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d. Fish: s
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e. Wildlife: n
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f. Cultural: D
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g. Historic: S
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5. Which wild or scenic river is nearest to your school? IC
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Activity 1 Answer Key
Questions for the Story Map
1. When it comes to wild and scenic rivers, what is the main task of the four federal agencies (the
Bureau of Land Management, National Park Service, U.S. Forest Service, and U.S. Fish and Wildlife
Service) that are responsible for the National Wild and Scenic Rivers System?
To protect and enhance river values.
2. For state-administered national wild and scenic rivers, state governments protect and enhance river
values except when sections run through federal or tribal lands.
3. Wild rivers represent vestiges of primitive America; scenic rivers must be free of impoundments
(which means dams) and may be accessible by roads; and recreational rivers are readily accessible
by road or railroad.
4. How are the following “outstandingly remarkable values” defined under “example criteria” in the
story map? (Answers may vary.)
a. Scenic: landscapes or attractions that are rare, unique, or exemplary.
b. Recreational: recreational opportunities that are unique, rare, or exemplary.
c. Geologic: a unique or rare combination of geologic features.
d. Fish: nationally or regionally important fish populations and uniquely diverse or exceptionally
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high-quality habitat for fish species. la
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e. Wildlife: nationally or regionally important wildlife populations or uniquely diverse or m
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exceptionally high-quality habitat that provides connectivity (meaning not scattered or v
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fragmented) for migratory species and for life stages of other wildlife species. tig
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f. Cultural: occupation or use by Native Americans in the past or present. W,
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g. Historic: the presence of a site or feature that is at least 50 years old. A
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5. Which wild or scenic river is nearest to your school? C
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