EPISODE II TEACHERS GUIDE. Nancy O Brien Wagner, Lansing Shepard, Carol Schreider, Barbara Coffin

Nancy O Brien Wagner, Lansing Shepard, Carol Schreider, Barbara Coffin A joint project of the College of Natural Resources, University of Minnesota and the Education Department of the Minnesota Historical Society EPISODE II TEACHERS GUIDE

CONTENTS USE AND PHILOSOPHY... SERIES OVERVIEW... III V EPISODE II: CHANGES IN THE LAND ORIENTATION... 2 VIEWING GUIDE... 4 LESSONS Lesson 3: The Big Woods: A Settler s Dilemma... 7 Lesson Worksheet... 8 Lesson 4: Bison: A Keystone Species... 11 Lesson Worksheet... 12 ANSWER KEYS Viewing Guide Answer Key... 14 Lesson 3 Worksheet Answer Key... 16 Lesson 4 Worksheet Answer Key... 18 SUGGESTED RESOURCES... 18 WEB SITE... 19 MAPS... 20 II

USE AND PHILOSOPHY Minnesota: A History of the Land is a four-part documentary series that weaves together human and natural history and illustrates the historical and ongoing importance of Minnesota s landscapes to the social, cultural, and economic systems of the region. Throughout time, humans have altered their landscapes. In the 500 years since Europeans arrived on this continent, the physical landscape has changed profoundly. Minnesota: A History of the Land tells part of that story chronicling the vast changes that Minnesota s ecosystems have undergone, from presettlement to the present. By showing how humans have shaped and interacted with the land, this series provides a powerful context for understanding the region s current environmental challenges. A set of powerful insights about the relationship between the physical environment and humans binds the four episodes of the series together: How humans view the land determines how humans use the land. In Minnesota, for example, different people have viewed (and thus used) these lands very differently. Because of human perception and action, the landscape has been altered dramatically and, in many cases, irrevocably. Apart from human perceptions, these lands have always had their own existence. Landscapes are first and forever ecological entities that react to disturbances in ecological ways through an immense web of complex interdependencies, cycles, and energy flows that is connected to landforms, soils, seasons, and rainfall patterns. THE FOUR-PART DOCUMENTARY SERIES DVD Original soundtrack by Peter Ostroushko The series can be viewed in a number of ways as social and political history, as a history of environmental thought, as a history of technology, or even as lessons in ecology. The gap between human perception and ecological reality has led repeatedly to unintended and often negative consequences. Because of this, people have been forced to adjust their view of the land and thus their use of the land. This halting, adaptive process means that the landscape shapes people even as people shape the landscape. In changing these landscapes, people not only replace old, complex landscapes with new, simplified ones, they set the terms of engagement the limits of what is possible for future generations. The series can be viewed in a number of ways: as social and political history, as a history of environmental thought, as a history of technology, or even as lessons in ecology. For more information about the series, visit: www.historyoftheland.org III

USE AND PHILOSOPHY continued Goals for Student Learning This teachers guide is intended to help middle-school students view the Minnesota: A History of the Land video series and develop an understanding of the following key concepts: The land (physical environment) has played a powerful role in shaping Minnesota s economies and communities. Minnesotans have had an enormous impact on the state s waters, plants, and wildlife and have an important role to play as stewards of the environment. The historical causes of the landscape s current condition its health, use, and long-term sustainability are essential to understanding crucial issues of conservation and natural resource management. Nancy O Brien Wagner, Lansing Shepard, Carol Schreider, Barbara Coffin A joint project of the College of Natural Resources, University of Minnesota and the Education Department of the Minnesota Historical Society TEACHERS GUIDE How to Use the Teachers Guide While the video alone is an effective educational tool, this curriculum is designed to help middle-school teachers guide students to uncover the main points in each episode and to expand the ideas described above. As you watch the video in your classroom, we suggest you break your viewing into smaller sections. Each hour-long episode is composed of three to four segments that range from twelve to twenty minutes in length. I. The Episode Orientation presents a synopsis of each one-hour video as well as an easyto-follow guide to viewing and using each video. The orientation includes: a summary of each episode s content and a time-coded abstract for each segment Northern Lights links, which cue users to related chapters of Northern Lights: The Story of Minnesota s Past, a middle-school curriculum of state history developed by the Minnesota Historical Society key terms needed to understand the concepts in the video, along with brief definitions. You may find it useful to preview these terms with your students before watching the video. discussion questions that explore concepts presented in each episode and require students to synthesize information, think through implications, and draw conclusions N Northern Lights Links II. In addition, a viewing guide for each episode provides a list of questions that help students identify the main concepts of each segment. You may find it helpful to pause the video after each segment to allow students to discuss and revise their answers. III. Each episode has two lessons designed to amplify the central ideas presented in that episode. Each lesson contains a lesson plan to guide teachers in setting up and conducting that exercise, and a reproducible worksheet on which the students work is done. Additional ideas for related extension activities are included for each episode. IV. Additional resources such as reference maps, suggested resources, and answer keys are included to help the teacher and students. IV

SERIES OVERVIEW Minnesota: A History of the Land brings to life the epic story of the people and landscapes of Minnesota from the retreat of the last ice sheets to the growth of today's suburbs. This four-part documentary series features nature videography from across the state, never-before-seen historic images, state-of-the-art animations, and historic recreations. The original soundtrack for the series is by award-winning composer Peter Ostroushko. For more background information on the series, visit www.historyoftheland.org EPISODE I: Ordering the Land / 16,000 BP 1870s Witness 16,000 years of Minnesota s fascinating early history. Its unique place in North America is revealed through stateof-the-art animations and graphics. Prominent members of Minnesota s Native American community describe their long relationship with the land. With the arrival of Europeans comes a new way of looking at the land, one that will change the region forever. See how this is expressed in the land survey, which carves the natural world into squares that can be bought and sold. The fur trade era and early lumbering are brought to life with historic re-creations and photographs. Discover what happens when early entrepreneurs fail to understand the geology of St. Anthony Falls. EPISODE III: Out of the Ashes / 1900 1940s Never-before-seen historic footage brings to life the beginnings of conservation in Minnesota. Discover why Minnesota is at the forefront of conservation in the United States and the key role that women play. See what happens to the Mississippi River as the population of the Twin Cities explodes. Graphic animations help viewers imagine the results of one man s plan to flood the boundary waters region. Then, get to know the fascinating character who helps to save the region from destruction. In the series most ambitious historic re-creation, find out which prominent Minnesota conservationist begins his career promoting the destruction of wolves. EPISODE II: Changes in the Land / 1870s 1900 Voices from the past and stunning nature videography recreate the natural world Euro-Americans first encountered. Find out what happens to North America s most abundant species as commercial hunters and the railroad arrive in Minnesota. The majestic Big Woods are cut down to make room for farms and villages. Visit one of the little-known crown jewels of Minnesota, the Bluestem Prairie. Find out why Minnesota has some of the richest soils in the world and how Minneapolis becomes the flour-milling capital of the world. Historic re-creations bring to life the bonanza era of wheat farming. And experience the catastrophic fire that ushers in a new way of looking at the land. EPISODE IV: Second Nature / 1940s and Beyond Unique historic footage and photographs depict the momentous changes brought to Minnesota during and after World War II. A vivid re-creation brings to life the revolutionary work of a University of Minnesota graduate student. Simple inventions like nylon nets and the introduction of an exotic species bring the fishery of Lake Superior to the brink of collapse. Through rarely seen footage, experience the extensive pollution of Lake Superior caused by the disposal of over 60,000 tons of waste a day. Then, hear firsthand how a group of citizens plays a central role in stopping this pollution. Discover the ways in which our own homes and businesses result in changes in the land as far away as the rain forests of South America. Consider how the stories of Minnesota s past can inform our choices for the future. V

EPISODE II: Changes in the Land 1870s 1900 1

Episode II: Changes in the Land (1870s 1900) ORIENTATION Episode Summary By the middle of the nineteenth century, a surge of European settlement makes new landscapes of the old. Loggers harvest the pine forest of the north at an ever-accelerating rate. The Big Woods in the south-central region of Minnesota are cut and turned into farms. The prairie fills with new settlers and booming bonanza farms. The flour mills at St. Anthony Falls bring wealth and renown to the bustling city of Minneapolis. The landscapes of Minnesota are blanketed by farms and industry, and the area s wildlife is decimated with unprecedented fury by market hunters. After less than fifty years of settlement, the prairie is nearly gone, numerous species have disappeared from the region, and the inexhaustible northern forest is strained by logging and fire. Changes in the Land is the story of the monumental change that sweeps the landscape of Minnesota in the last half of the nineteenth century. SEGMENT LENGTH DESCRIPTION 2.5 minutes Episode Introduction. An introduction summarizes the history told in Episode I and foreshadows the story that is Episode II. 11.5 minutes The Big Woods tells the story of Minnesota s deciduous forest biome. It explores the ecosystem and how the Dakota lived in and used its many elements. The segment explains how European settlers moved into the very places the Dakota had occupied, but, unlike the Dakota, they viewed the woods as an impediment to a better use of the land farming. The settlers cut the woods down, converting a forest ecosystem into a farming landscape that echoed the landscapes of their former homelands. 5.5 minutes Market Hunting describes how the hunt for furbearers that had fueled the old Indian-based fur trade was extended after 1850 to the rest of the region s wildlife on a scale that dwarfed that former trade. The segment looks at how the arrival of the railroad connected the state with eastern markets and triggered an explosion in commercial hunting that decimated wildlife across the state. The story of the passenger pigeon and its extinction at the hands of market hunters is used as an example of the wastefulness of this period. 13.5 minutes Plowing the Prairie explains how the prairie ecosystems of Minnesota functioned as highly complex communities of plants and animals that were adapted to drought, fire, and bison. Incoming settlers, however, valued the prairie only as land with deep, rich soils. Farmers plowed the prairie, cutting off the nutrient-production process that had made the soil so rich. It was on the prairie s composting remains that settlers then planted a single species of an imported grass called wheat. 10.5 minutes Wheat, Wheat, Wheat is the story of the rise and fall of wheat farming in Minnesota. Railroads, again, were central to the expansion of wheat farming and the destruction of the prairie. Giant corporate bonanza farms were established in the Red River valley and became symbols of this era. In the end, the glut of wheat on the market and declining soil fertility, disease, and insects brought the wheat era to a close. Unlike a diverse prairie, monoculture farmlands lost fertility and became less stable and less sustainable over time. By the end of the nineteenth century, the prairie in Minnesota was essentially gone. 9.5 minutes Slash and Burn describes the revolution that the lumber industry went through in Minnesota after the Civil War, and the effect it had on the state s northern forest. Railroads and advancing technology led to rapid deforestation. Cutover land left stumps and brush that dried and became fuel for enormous wildfires. Little was done to halt the destruction, however, because it was assumed incorrectly that farming would follow. It wasn t until a tragic fire wiped out the town of Hinckley that voices of reform began to be heard. 1.5 minutes The Close provides a brief summary of Episode II and foreshadows the content of Episode III. Note: The bold face type listed here in the "segment descriptions" indicates that an intertitle marks the beginning of a new segment in the episode. The italic type indicates the beginning of a new segment in the episode, but the transition is made through visuals and narration. 2

Episode II: Changes in the Land ORIENTATION continued Episode Key Terms Big Woods: a huge forest of oak, maple, and basswood that lay across much of central and south-central Minnesota; part of the state s deciduous forest biome biodiversity: the diversity of organisms living within an ecological system bonanza farms: giant 1,000-acre corporate wheat farms that flourished in the Red River valley in the late 1800s monoculture: an ecological system composed of only one species of plant or animal N Northern Lights Links The following chapters have content that connects to this episode: Chapter 7: Minnesota s Newcomers Chapter 10: Sod Busters Chapter 11: Flour, Lumber, and Iron cutover lands: once-forested lands of northern Minnesota that had been cleared of trees? Discussion Questions 1. What did the settlers value about the Big Woods? The prairie? The northern forests? Why did they value certain things and not others? 2. What effect did these views have on those landscapes? 3. What is the difference between a prairie and a farm field? 4. Why were fires in the cutover area so much worse than the natural fires that occurred before the lumber era? 5. Why was the Hinckley fire so important in Minnesota s environmental history? 6. What are some ways we can use the land without making things worse for the future? 7. New technology dramatically changed the pace of lumbering and farming in the 1800s. Are there any similar changes happening today? 8. Is there an economic value to untouched prairies or forests? How might you decide that? 9. What do you think Minnesota s farms and forests will look like in fifty years? Should we change the direction we are going in? 3

Name: Date: Class : Episode II: Changes in the Land (1870s 1900) VIEWING GUIDE The Big Woods 1. What types of trees were most common in the Big Woods? (Name two or more.) 2. What did the Big Woods need to continue itself? 3. Why did settlers cut down the Big Woods? Market Hunting 4. How did the arrival of the railroad affect hunting? Hunting car, circa 1880s. Photo courtesy of Minnesota Historical Society. 4

Episode II: Changes in the Land VIEWING GUIDE continued Plowing the Prairie 5. What were some of the plants and animals found in a prairie? (Name two or more plants and two or more animals.) 6. Why was Minnesota s prairie soil so good for farming? Wheat, Wheat, Wheat 7. How did railroads encourage the plowing of the prairie? 8. What caused bonanza farms to fail? Settler with oxen. Photograph by Richard Hamilton Smith. 5

Episode II: Changes in the Land VIEWING GUIDE continued Slash and Burn 9. How did railroads encourage the lumbering of the northern forests? 10. Complete the following chart. THE LUMBER ERA (1830 1900) What was it? The period when lumbermen cut down almost all of the Big Woods and Minnesota s northern forest. Intended Consequences: things people expected to happen (name 1 or more) Unintended Consequences: things people didn t realize might happen (name 2 or more) 6

Episode II: Changes in the Land (1870s 1900) LESSON 3 PLAN LESSON 3 PLAN: The Big Woods: A Settler s Dilemma Lesson Objective Upon completion of this lesson, students will understand: how settlers faced complex decisions about how to manage their land how the use of the land and commercial success are connected that different trees have different values Materials Lesson 3 Worksheet Background When the settlers arrived on the Minnesota frontier, they faced many difficult choices and many difficult years. Though most settlers arrived with enough materials, food, or money to supply them in their first year, this exercise asks students to pretend that they had no such preparations. Historically, the process of clearing the land, building a home, and developing income would have taken months and often years. As milled lumber became available, the cost and/or effort of building a home decreased significantly. Consider dividing the class into small groups. This exercise requires strong math skills as students test out different scenarios to raise money to build a farm. Consider analyzing one section of the map as a whole class, and model how to figure out how much money could be raised from the lumber on that section. Procedure 1. With the class, review the section The Big Woods in Episode II. Review the concept of what the Big Woods biome was. 2. Ask students what settlers did to make their homes. What were the settlers main motivations? 3. Hand out the worksheet, and discuss the chart. Note that the figures for tree prices are not actual historic prices. However, the general relationships between the prices for trees (e.g., oak wood was more valuable than aspen) are accurate. Follow-Up Discuss the different scenarios that students developed. Who was able to build a home with destroying the fewest trees? How did you do that? Who decided to cut down the most trees? Why did you make that choice? Do you think the settlers made similar choices? Why do you think settlers made the choices that they did? Is there some way to live off the land without destroying the Big Woods? Could settlers have done something differently? Extension Ideas: Complete a tree survey near your school. Measure the circumference of trees around your school, and note their species. What types of trees are most common? How big are the trees nearby? Can you tell whether these trees were planted intentionally or just grew there? Which student has the largest tree in their backyard or neighborhood? Visit a state forest or nearby park to see what trees are native to your area. The Minnesota Department of Natural Resources has managed Minnesota s forests since the early 1900s. Go online for more information about Big Trees in your area and the health of your local forest: http://www.dnr.state.mn.us/forestry/index.html 7

Name: Date: Class : The Big Woods: A Settler s Dilemma LESSON 3 WORKSHEET In the 1850s and 1860s, Minnesota settlers reached the Big Woods, a forest of native plants and animals that had adapted to the shady deciduous forest. In the lowlands, the plants and animals adapted to the wetter environment. In the highlands, the plants and animals adapted to drier conditions. The diversity of plants, insects, birds, fish, and larger animals kept the local environment healthy. When the new settlers arrived, however, their first concern was to take care of their own families by building homes and making money. Imagine that you are a settler in the late 1800s. With your last savings, you are able to buy the 160 acres of land pictured. With careful decisions and hard work, you just might be able to survive your first winter. Follow these steps to see how your choices affect you and the land. 160 ACRES UPLAND FOREST (drier) UPLAND FOREST (wetter) Animals: Red-tailed hawks Great-horned owls Cat birds Turkeys Ruffed grouse Animals: Broad-winged hawks Barred owls Pileated woodpeckers Yellow-bellied sapsuckers Bobcats Trees: 10 acres burr oak 10 acres aspen 10 acres white and red oak (10 acres in prairie) Trees: 10 acres elm 10 acres sugar maple 15 acres basswood (5 acres in prairie) UPLAND FOREST (wetter) LOWLAND FOREST (wettest) Animals: Broad-winged hawks Barred owls Pileated woodpeckers Yellow-bellied sapsuckers Bobcats Animals: Wood ducks Red-shouldered hawks Turtles Fish Trees: 10 acres elm 15 acres sugar maple 15 acres basswood Trees: 10 acres cottonwood 15 acres silver maple 10 acres green ash (5 acres in river) 8

The Big Woods: A Settler s Dilemma : LESSON 3 WORKSHEET continued Step 1: Locate your homestead or farm. Look at your land, and consider what natural resources exist on the land. Now consider what you can do with your land to help support yourself and your family. To build a home, you will need to clear some land. If you want to become a farmer, you will need to clear more land. Take a look at the requirements to build a home or a farm, then answer the following question. 1. Where are you going to locate your home or farm? Show where on the map, and explain why you chose that location. (Hint: You may want to think about water needs!) Land Required Money Required Home 1-3 acres for a home and garden $100 to build a house and buy household equipment Farm 80 or more acres cleared for crops and home $200 to build a house and buy household and farm equipment Step 2: Raise your money. Now, you must decide how to raise the money to afford your new homestead. Look at some of the uses and prices for trees, then decide how you are going to use or manage your land. 2. How are you going to make money to afford to build your place? Tree Type Use Price bur oak construction $3.75 an acre silver maple furniture, firewood $3.75 an acre sugar maple sugar and syrup making or construction $3.50 an acre red, white oak, elm construction $3.50 an acre green ash construction $3.40 an acre aspen, cottonwood furniture, paper, firewood $3.00 an acre basswood construction, matchsticks, barrels $3.00 an acre 9

The Big Woods: A Settler s Dilemma : LESSON 3 WORKSHEET continued Step 3: Consider the consequences and plan for the future. 3. What are you going to do to support yourself after you have settled your land? 4. How will your choices affect the animals that live on your land? 10

Episode II: Changes in the Land (1870s 1900) LESSON 4 PLAN LESSON 4 PLAN: Bison: A Keystone Species Lesson Objective Upon completion of this lesson, students will understand how bison affect the prairie ecosystem and increase stability Materials Lesson 4 Worksheet Posters, flip book materials, markers Background None Procedure 1. With the class, review the section Plowing the Prairie in Episode II. 2. Discuss with the class the meaning of a keystone species (a species whose impact on an ecosystem is disproportionately large), and brainstorm about other species that might be keystone species. 3. Hand out the worksheet, and discuss the chart. 4. Have students create a flip book, comic strip, or poster that illustrates how the bison affected the prairie. Follow-Up Allow students to present their projects. Possible discussion questions include: In what other ways might bison have affected the prairies? Why did people hunt bison? If we could reintroduce bison to Minnesota, should we? Why or why not? What other parts of this prairie ecosystem would you want to study? Extension Ideas: Consider planting some of the prairie plants that are described in the film (also listed on the worksheet) in a garden, or visit a prairie or greenhouse to see what these plants look like. Prairie Restoration, a business dedicated to restoring natural plantings in Minnesota, has a good Web site at http://www.prairieresto.com/ Agricultural animals like hogs and cattle have a significant impact on their environment. Ask students to visit the Minnesota Pollution Control Agency Web site to find out more information on this topic: http://www.pca.state.mn.us/hot/feedlots.html Bison can be found in a few locations in Minnesota, including at Blue Mounds State Park, near Luverne in southwestern Minnesota. For more information, go to http://www.dnr.state.mn.us/state_parks/blue_mounds/ index.html 11

Name: Date: Class : Bison: A Keystone Species LESSON 4 WORKSHEET Bison were an important part of the prairie ecosystem and a central food source for many Plains Indians. To attract bison to different areas, Indians often set fires to the prairie to encourage growth of new, tender plants. Bison preferred eating these plants and would move to areas with new plant growth. Because bison grazed in a patchy pattern, the ground cover for fires was patchy. This meant that when fires started, they tended to travel in a ragged, patchy way and to burn only parts of the area. The plants and animals in the areas where fires burned could quickly recover, expanding from populations in adjacent patches that had not been burned in the fire. From the 1830s to the 1880s, however, as settlers arrived and Indians moved out, the balance of people, bison, and plants on the prairie changed. The settlers destroyed the prairie and hunted the bison. By the end of the 1800s, the number of bison had decreased from over 30 million to around 4,000. No longer were the bison creating patchy grazed areas. When fires occurred, they were larger and more destructive. The plants and animals in the burned areas could not recover as well. In the 1900s, people began to study the remaining prairies and consider how the bison and the fires interacted with the prairie. Study the chart on the following page to see how bison affected the prairie, then answer the questions below. Step 1: Answer these questions. 1. What types of plants do bison like to eat? 3. Which bison behavior actually decreases plant growth? Step 2: Make a flipbook, comic strip, or poster 2. How are bison and insect populations connected? Create a flipbook, comic strip, or poster that shows: how the presence of bison affected the prairie how the absence of bison affected the prairie 12

Bison: A Keystone Species : LESSON 4 WORKSHEET continued The Effect of Bison on the Prairie What Bison Do Which Causes Which Causes Which Causes Eat more grasses like big bluestem grass, little bluestem grass, Indian grass, and switchgrass Decrease in proportion of these grasses in a prairie Increased temporary growth of these plants Fire to travel in patchy pattern Increased grazing of bison in patches Increased stability of prairie ecosystem Decreased height of these plants Eat fewer forbs (broadleaved plants) like wild indigo, evening primrose, ironweed, heath aster, and wood sorrel Increase in proportion of these forbs and flowers in a prairie Fire to travel in patchy pattern Increased populations of butterflies, moths, weevils, beetles, flies, and bees that eat these plants Increased stability of prairie ecosystem Increases populations of other insects and birds that eat these insects Urinate, defecate, and die Increased plant growth in patches of prairie Increased grazing of bison in patches Increased stability of prairie ecosystem Wallow (roll and rub on the ground until dirt patches form) Decreased plant growth in patches of prairie Compaction of soil, increased dampness of soil in spring, increased drought in summer Fire to travel in patchy pattern Increased diversity of plants that can tolerate such soil changes Increased stability of prairie ecosystem Graze sporadically in patches Increased height diversity in prairie patches Fire to travel in patchy pattern Increased stability of prairie ecosystem 13

There were sugar maples, American basswoods, oaks, and American elms. Shade. The plants in the Big Woods forest depended on shade to reproduce and flourish. The settlers cut down the trees to make way for farms, and used the wood from the trees as building material. When the railroads arrived, local hunters could connect to a national market. Shipping meat east took only a few days, and that was where the best prices were. Professional hunters hunted nearly every game animal in Minnesota. Prairies included plants like big bluestem, cord grass, reed canary grass, cattails, Liatris species, green needlegrass, leadplant, needle and thread, straight-headed coneflower, prairie coneflower, evening primrose, and sage; and animals like grizzly bear, timber wolf, bison, elk, and waterfowl. The root system of prairie plants is massive and complex. In a prairie, most of the biomass (plants and animals) lies beneath the surface of the ground rather than above. Thousands of microscopic organisms living in the soil convert plant roots into nutrient-rich soil. Railroads brought farmers out onto the prairie, and railroads made transporting produce back to markets faster and cheaper. Wheat diseases, weeds, insects, and a decline in the nutrients of the soil began to cause yields to decline. A glut of wheat on the market made wheat farming less profitable. ANSWER KEY 14

Railroads made it easier to transport the logs to the mills. Lumber companies no longer had to rely on the unpredictable flow of the rivers to transport logs. Railroads could reach areas that rivers and streams couldn t. The lumber companies intended to make money by cutting trees and selling lumber. The lumber companies intended to clear the land for farmers. Enormous fires consumed whole towns and killed people. The cutover land did not make good farmland. White pine almost went extinct. The huge fires encouraged the development of the conservation movement. ANSWER KEY 15

Answers will vary, but should show the location of the home and farm, and should explain why they chose those areas. Savvy students will place the home by the river for access to water, and place the farm on the prairie lands. Answers will vary. ANSWER KEY 16

Answers will vary but could include farming, selling timber, or hunting. Answers will vary, but affected animals should match the areas where the student has decided to locate home (and farm). It is important to remember that most of these animals have habitat requirements that require intact chunks of forest. Bison eat more grasses such as big bluestem grass, little bluestem grass, Indian grass, and switchgrass than forbs (broad-leaved plants) such as wild indigo, evening primrose, ironweed, heath aster, and wood sorrel. Bison eat less forbs (broad-leaved plants) than grasslike plants. This increases the proportion of forbs and flowers in a prairie, which causes an increase in the populations of butterflies, moths, weevils, beetles, flies, and bees that eat those plants. When bison wallow, that actually decreases plant growth in specific patches of the prairie. ANSWER KEY 17

SUGGESTED RESOURCES Web Sites Animal Feedlot Pollution: www.pca.state.mn.us/hot/feedlots.html Bison at Blue Mounds State Park: http://www.dnr.state.mn.us/state_parks/blue_mounds/index.html Minnesota Department of Natural Resources: www.dnr.state.mn.us/ Minnesota Department of Natural Resources Interactive Maps: http://www.dnr.state.mn.us/maps/index.html Minnesota s Forest Health: www.dnr.state.mn.us/forestry/index.html Minnesota: A History of the Land Interactive Maps: http://www.historyoftheland.org Minnesota Historical Society: Forests, Fields and Falls: http://discovery.mnhs.org/connectingmn/ Minnesota Historical Society, Northern Lights: http://www.mnhs.org/school/classroom/nlights.html Minnesota Office of Environmental Education: www.moea.state.mn.us/ee/index.cfm Prairie Restoration: http://www.prairieresto.com/ Books for Teachers Sansome, Constance. Minnesota Underfoot. Voyageur Press, 1983. Tester, John. Minnesota s Natural Heritage. University of Minnesota, 1995. Wagner, Nancy O Brien and Hilary Wackman. Northern Lights: The Stories of Minnesota s Past (annotated Teacher s Edition). Minnesota Historical Society Press, 2004. Books for Students Arthus-Bertrand, Yahn. The Future of the Earth: An Introduction to Sustainable Development for Young Readers. Harry N. Abrams, 2004. Dolan, Edward. Our Poisoned Waters. Dutton Books, 1997. Hoose, Phillip. The Race to Save the Lord God Bird. Farrar, Straus, and Giroux, 2004. 18

WEB SITE Minnesota: A History of the Land is a four-part documentary series that weaves together human and natural history and illustrates the historical and ongoing importance of Minnesota s landscapes to the social, cultural, and economic systems of the region. To learn more about the series, and dig deeper into the history of Minnesota, visit the web site. On the site, you can: View Interactive Maps View 4-minute Video Clip Order the CD Soundtrack Order the Series on DVD www.historyoftheland.org The Minnesota: A History of the Land web site provides brief overview of each episode, behind-the-scenes information, video trailer, interactive maps, and much more. On the web site, you will have access to interactive maps featured in the 4-part video that illustrates Minnesota s major biomes, watersheds, and glacial history. 19

MAP 1: MINNESOTA COUNTY REFERENCE MAP Lake of the Woods KITTSON ROSEAU Roseau Rainy Lake Red River MARSHALL LAKE OF THE WOODS International Falls KOOCHICHING PENNINGTON Upper Red Lake Red River NORMAN RED LAKE POLK MAHN- OMEN CLEARWATER Lower Red Lake BELTRAMI Bemidji Leech Lake Lake Winnibigoshish ITASCA Grand Rapids ST. LOUIS LAKE COOK Grand Marais Lake Superior Moorhead CLAY BECKER HUBBARD CASS Duluth Big Stone Lake WILKIN TRAVERSE BIG STONE LAC QUI PARLE LINCOLN PIPE- STONE GRANT STEVENS Lac qui Parle Morris LYON SWIFT YELLOW MEDICINE OTTER TAIL MURRAY DOUGLAS POPE CHIPPEWA REDWOOD COTTON- WOOD WADENA TODD KANDIYOHI RENVILLE Minnesota River STEARNS BROWN WATON- WAN Brainerd SIBLEY NICOLLET CROW WING MORRISON BENTON MILLE LACS SHERBURNE Mississippi River Mille Lacs LE SUEUR Aitkin SCOTT Mankato BLUE WASECA EARTH KANABEC ISANTI RICE STEELE CHISAGO ANOKA WRIGHT MEEKER HENNEPIN RAM- SEY Minneapolis Saint Paul MCLEOD CARVER Cannon River WASHINGTON DAKOTA GOODHUE DODGE CARLTON PINE Hinckley St. Croix River WABASHA Scale: Rochester OLMSTED WINONA 0 50 mi Lake Pepin Major Lakes & Rivers Mississippi River ROCK NOBLES Worthington JACKSON MARTIN FARIBAULT FREEBORN MOWER Root River FILLMORE HOUSTON 20

MAP 2: MAJOR WATERSHEDS OF MINNESOTA Watersheds Lake Superior Watersheds Lake Superior Mississippi Red River Red River 21

MAP 3: SUBWATERSHEDS OF MINNESOTA Rainy River Basin Red River Basin Lake Superior Basin Mississippi Headwaters Basin St. Croix River Basin Minnesota River Basin Major Watersheds Lower Mississippi- Cannon-Root Rivers Basin Des Moines River Basin Missouri-Big Sioux Rivers Basin Missouri-Little Sioux Rivers Basin Lower Mississippi-Cedar- Wapsipinicon Rivers Basin Lower Mississippi- Reno Rivers Basin 22

MAP 4: MAJOR BIOMES OF MINNESOTA (around 1850) Biomes (around 1850) Prairie Prairie Deciduous Forest Coniferous Forest Deciduous Forest Coniferous Forest 23

MAP 5: ELEVATIONS OF MINNESOTA Elevation (feet) Over 1600 Over 1600 1400-1600 1200-1400 1200-1400 1000-1200 600-1000 1000-1200 Lakes 600-1000 Lakes Elevation (feet) 24

MAP 6: PRECIPITATION PATTERNS OF MINNESOTA Precipitation Precipitation Low Low Middle High High 25

MAP 7: MINNESOTA POPULATION DENSITY/SQUARE MILE (circa 2000) Population Density Per Sq. Mile 2000 10 or fewer 11 to 50 51 to 100 101 to 200 More than 200 26

MAP 8: LAND USE IN MINNESOTA 2000 Land Use in Minnesota 2000 Developed combined urban, rural, and mining development Agriculture Forest/Brush combined forested land and brushland Wetland prairie Major wetlands, Rivers peatlands, forest swamp Lakes Rivers Land Use in Minnesota Develo combined and minin Agricu Forest combined and brush Wetlan prairie Major we Ri peatlands Lakes Rivers 27