The Greatest Good: 100 Years of Conservation in America Conservation: Hug a Tree

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1 The Greatest Good: 100 Years of Conservation in America Conservation: Hug a Tree Career Cluster - Agriculture, Food, & Natural Resources, Architecture & Construction Grade Level: 9-12 Curriculum Area: U. S. History Instructional Focus: Science in Personal Social Perspectives: Develop and understanding of environmental quality Apply principles to personal & social issues Develop an understanding of personal & community health Science and Technology: Develop an understanding of science and technology in local, national global changes History & Nature of Science: Develop an understanding of science as a human endeavor the nature of scientific knowledge and historic perspectives Communication: Students use communication to relay information Writing: Students write for a variety of purposes and audiences with sophistication & complexity appropriate to the grade level Reading: Students read a variety of grade level materials, applying strategies appropriate to various situations Language Arts Integration: Gather information form a variety of sources, including electronic sources, and summarize, analyze, and evaluate its use for a report. Identify, collect and/or select pertinent information wile reading Follow oral or written directions Know how to decipher unfamiliar words using such strategies as context cues, word structure analysis, letter-sound relationships, and word histories Science: Understand the human impact on the environment through pollution (air, water, & soil), and ways to improve its through education, research, laws, and conservation. Social Studies: Understand the environmental problems resulting from the industrial age and how it affects our lives today Resources: National Forest Maps 1620, 1850, 1920 Photographs of Historic sites in word list Photographs of People listed in word list Photograph of Great Redwoods Photographs of tools of the trade for the timber industry Photograph of lumbermen from before the turn of the century Cartoon Meanwhile, the last phase of the ground war commence (Invasion of Alaskan Artic Wildlife Refuge by Exxon & Chevron) Hunter Education Manuel

2 Resources: Performance Task: Copies of Court Cases: US vs. Light 1911 Copies of Laws: Forest Reserve Act 1891 Transfer Act 1905 Organic Administration Act 1897 General order Antiquities Act Wilderness Act 1964 Endangers Species Act of 1973 Multiple Use & Sustained Yield Act Students will create a photo journal of the environmental changes today that reflect history and that have a direct impact on their life. Students will begin by creating personal vocabulary cards. See the format on last page. Students will research the local newspapers and locate articles that illustrate how the environment is affected by human interaction with the environment. Students will create a current events folder that will include a summary of how the environment is affected by human interaction with the environment Students will form teams and create a 3-dimentional map of how expansion of the United States affected the environment. Students will take a packet of primary documents and use the following questions to answer as they read and interpret the primary documents. How did early farmers clear their land? (Let pigs run free and uproot everything) How did clearing trees create a whole industry? (Soap, timber, meat, farm land) Why did the lumber industry harvest trees where they did? (Riverstransportation) Why did the lumber industry not go into other areas? (Mountains, lack of transportation) What contributes to the huge change in the maps from 1850 to 1920? What problem is being created by such a massive clearing of the timberland? (Trees go then rivers go because erosion of hills fill rivers) The United States was seen as the most powerful, self-sufficient nation in the world at the turn of the century and we wanted more farmland. Explain how the United States Empire was destroying itself by destroying its resources? (America can go to Apocalypse or Paradise) Why would conservationist show pictures of a wasteland, not plowed or planted, not regenerating? (It shows people living in the cities a need to be stewards of the land) Why was it necessary to pass the laws dealing with conservation? Students will use the primary documents listed in the resources above to determine change over time and how it impacts their daily lives and the environment around them. Students will create a photo journal of the environmental changes today that reflect history and that have a direct impact on their life.

3 Scoring Guide: Photo Journal Process Below Avg. Satisfactory Excellent 1. Has clear vision of final product 1, 2, 3 4, 5, 6 7, 8, 9 2. Properly organized to complete project 1, 2, 3 4, 5, 6 7, 8, 9 3. Managed time wisely 1, 2, 3 4, 5, 6 7, 8, 9 4. Acquired needed knowledge base 1, 2, 3 4, 5, 6 7, 8, 9 5. Communicated efforts with teacher 1, 2, 3 4, 5, 6 7, 8, 9 Product (Project) Below Avg. Satisfactory Excellent 1. Format 1, 2, 3 4, 5, 6 7, 8, 9 2. Mechanics of speaking/writing 1, 2, 3 4, 5, 6 7, 8, 9 3. Organization and structure 1, 2, 3 4, 5, 6 7, 8, 9 4. Creativity 1, 2, 3 4, 5, 6 7, 8, 9 5. Demonstrates knowledge 1, 2, 3 4, 5, 6 7, 8, 9, Other: 1, 2, 3 4, 5, 6 7, 8, 9 Total Score: Teacher(s) Comments:

4 The Greatest Good: 100 Years of Conservation in America Conservation: Hug a Tree Word Wall: 1. Agricultural Imperialism, 2, Antiquities Act, 3. Audubon Society, 4. Brackenridge Park. 5 Bureau of Forestry, 6. Central Park NYC, 7. Conservation, 8. Department of Agriculture, 9. Department of Interior 10. Devil s Tower, 11. Endangers Species Act of 1973, 12. Forest Reserve Act 1891, 13. General order , 14. George Bird Grinnell, 15. Gifford Pinchot, 16. Grand Canyon 17. Industrialization, 18. James Wilson (Sec. Of Ag), 19. National Forest 20. National Lands, 21. National Grassland, 22. National Monuments. 23. National Park System, 24. Multiple Use, 25. Sustained Yield, 26. National Parks 27. Organic Administration Act 1897, 28. Reclamation 29. Theodore Roosevelt, 30. Transfer Act 1905, 31. Urbanization, 32. Wilderness Act 1964, 33. Father of Wildlife Management

5 The Greatest Good: 100 Years of Conservation in America Conservation: Hug a Tree Introduction to World Agricultural Science and Technology Essential Skills: (3) The student describes the historical, current, and future significance of the agricultural industry. The student is expected to: (B) identify the scope of agriculture and its effect upon society; (C) identify significant historical and current agricultural developments; (5) The student explains the food and fiber system at local, state, national, and international levels. The student is expected to: (B) identify the political impact of agriculture; (C) identify the interdependency of agriculture and the environment; (D) demonstrate the impacts of agriculture upon land, air, and water resources; (E) identify alternative fuels; (F) know environmental protection and remediation methods. Applied Agricultural Science and Technology (7) The student explains the relationship between agriculture and the environment. The student is expected to: (A) determine the effects of chemicals upon the environment; (B) identify requirements for the proper use of agricultural chemicals; (C) list alternative energy sources; (D) identify fuel and water conservation methods. Wildlife and Recreation Management (2) The student analyzes the importance of wildlife with an emphasis on use and management. The student is expected to: (B) know the history of wildlife and recreation management; (C) discuss policies, laws, and the administration of wildlife and recreation management. (4) The student knows the interrelationships between the various public aspects of wildlife and outdoor recreation management. The student is expected to: (B) identify laws and regulations regarding the utilization of wildlife resources; (C) know laws and regulations regarding recreation safety; Range Management and Ecology (2) The student describes the significance of native rangeland as a renewable resource. The student is expected to: (A) explain the relationship of rangeland to the environment;

6 Essential Skills: (B) discuss the interrelationships of water, alternative use, carrying capacity, and population; and Forestry and Wood Technology (2) The student describes the principles of forestry and wood technology. The student is expected to: (A) describe the historical and economic significance of forestry; (4) The student performs forestry management skills. The student is expected to: (B) define multiple-use possibilities; (5) The student identifies softwood and hardwood forest management and utilization practices. The student is expected to: (A) identify principles of forestry economics; (C) identify harvesting practices and equipment; (E) identify research in forestry and wood technology. EXIT-LEVEL TAKS OBJECTIVES English Language Arts 3 The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. 4-5 The student will, within a given context, produce an effective composition for a specific purpose that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure. 6 The student will demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing Social Studies 1 The student will demonstrate an understanding of issues and events in U.S. History 2. The student will demonstrate an understanding of geographic influences on historical issue and events. 3 The student will demonstrate an understanding of economic and social influences on historical issues and events. 4 The student will use critical-thinking skills to analyze social studies information 5 The student will use critical-thinking skills to analyze social studies information. TOP 10 ESSENTIAL SKILL RANKINGS English Language Arts Topics 1 Apply in writing the rules and conventions of grammar, usage, punctuation, paragraphing, and spelling. 2 Give oral or written directions that are clear and are understood by another person. 3 Gather information from a variety of sources, including electronic sources, and summarize, analyze, and evaluate its use for a report. 4 Follow oral or written directions. 5 Identify, collect and/or select pertinent information while reading. 6 Follow written directions carefully and accurately. 7 Understand rules of grammar, usage, punctuation, paragraphing, and spelling.

7 8 Develop processes for understanding and remembering information. 9 Know how to decipher unfamiliar words using such strategies as context cues, word structure analysis, letter-sound relationships, and word histories. 10 Prepare and deliver individual speeches by gathering information, rehearsing, making eye contact, speaking loudly enough, delivering information in a well-organized fashion, and appealing to the needs of the target audience. International Center for Leadership on Education Learning Styles Modifications: TEXAS ESSENTIAL KNOWLEDGE & SKILLS Social Studies Exit How did the reform movement address economic, social, environmental and political problems created by the Industrial Age? (US4A) What social and environmental problems resulted from the industrial revolution of the late 1800 s? (US2B, US2C, US11A, WG8B) What was the relationship between private property rights and the settlement of the Great Plains? (US12A) Refer to IEPs Developed By: Ellen Brooker U.S. History Southwest High School Jan Perry English Southwest High School Earl Singer Criminal Justice Southwest High School

8 Textbook/Dictionary Definition Your Definition Visual Sentence using the word