DOCSLIB.ORG

Essential Question: Do I Have Everything I Need?

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

APPENDIX Essential Question: Do I have everything I need? Arthur Carhart National Wilderness Training Center’s Wilderness Investigations A Subject-Integrated Curriculum for Grades 5 - 8 Tips to Help Facilitate Successful Outdoor Experiences for Students Introduction Participant leadership, organizational strategies, and safety concerns are somewhat different when teachers expand classrooms to include outdoor settings. There are, however, several considerations that, if used, may insure a more productive, safe, and enjoyable experience for students and teachers. The following guidelines will help teachers meet their educational, leadership and safety objectives. Not every guideline is applicable to every outdoor teaching situation. Use the following Guidelines as a checklist to help you prepare for and facilitate your next Wilderness Investigation experience. Guideline Flow Chart Have specific and Plan carefully, Know your outdoor realistic goals and deliberately and with learning area. objectives. students in mind. Set boundaries, Keep rule list short, Be sure to consider articulate expectations, reasonable and to special participant and address impacts. the point. needs. Make transitions Respect works Share responsibility smooth and logistics both ways. easy to follow. 179 Guideline Details Guideline #1: Have specific and realistic goals and objectives Outdoor learning experiences should have well thought out goals (both physical and educational) so that student time is well spent and use of the outdoor setting can be seen as the best possible use of time and energy. If you know your students you will be able to set specific goals suited to the needs of everyone. Guideline #2: Plan carefully, deliberately and always with students in mind Teachers who wing it often fail to meet their goals and are less able to take full advantage of unexpected teaching/leadership opportunities that may arise in outdoor settings. Be deliberate about your planning and then let go when something better comes up. If you have planned well you will return more easily when the time is right. Good planning includes consideration of the needs of students and how to involve adult volunteers. If planning as a team, be respectful of one another’s ideas, strengths, and insights and incorporate as many as possible. Guideline #3: Know your outdoor learning area Teachers who lead activities in outdoor settings need to visit the outdoor location well in advance of the activity so that they understand special circumstances and opportunities presented by the place (safety, noise, travel time, etc.) and are able to address and utilize them. In designated wilderness this includes knowing rules and regulations that address maximum group size, area closures for restoration or safety, special wildlife considerations and so forth. Guideline #4: Be sure to consider special student needs All students (and even adult volunteers) have special needs. Some are obvious and some less so. Consider these special needs (physical, behavioral, learning, etc.) as you consider where to go and what to do. These needs change from group-to-group, year-to-year and place-to-place. Don’t base current outdoor activity plans on previous experiences only. Guideline #5: Keep the outdoor rule list short, reasonable and to the point You may feel uncomfortable even thinking about rules since these outdoor activities are meant to be fun. Call them rules, guidelines, or recommendations but have some ideas in mind at the very least. You won’t need a lot them in the outdoor setting and they will only be meaningful if they really matter and are reasonable. Always be clear and respectful in rule presentations. Allow adult assistants to help you with reminders or, sometimes, consequences. You will need fewer rules if you keep participants busy with meaningful tasks/activities and if you have planned carefully. 180 Guideline #6: Set boundaries, articulate expectations and address impacts The following areas deserve special attention and communication with and to students: • It will sometimes be important for teachers to set physical and behavioral boundaries for students. By stating boundaries up front and explaining why (when appropriate) students can be successful because they won’t always have to second-guess where to go and how to act. • The teacher who articulates what they expect as behavioral and educational outcomes is much more likely to get what they need. The outdoor activity setting is, for some, a new learning atmosphere and one that requires a direct approach by teaches so that students can adapt their own learning paradigms. • Be sure to address potential harmful impacts on the outdoor setting in your planning and then, based on your knowledge of the place, articulate appropriate behaviors so that negative impacts can be minimized. Guideline #7: Make transitions smooth and logistical instructions easy to follow Teachers sometimes get in trouble when transition times are not well thought out and logistical instructions are not explained in simple and easy-to-understand language. Visualize these important periods and be prepared to communicate directly and clearly with participants BEFORE the transition happens. Guideline #8: Respect works both ways Teachers who want their young (and older) participants to respect them, the outdoor experience, and the places where outdoor activity takes place must always realize that if they show respect their charges are much more likely to do the same. Respect the students by being well prepared, open to learning from them, and do the positive little things (picking up a dropped paper, avoiding negative behaviors) that they will notice and emulate. Guideline #9: Share responsibility Allow students and adult helpers to share as much responsibility as possible. This may be as little as helping to carry equipment, motivating others during difficult times, or as big as teaching a concept. Take advantage of the skills others have. More often than not, the young person who sometimes challenges you can become an ally if they are allowed to contribute to the group’s success. However, if you expect a participant (young or old) to teach, lead, use special equipment or skills, etc. be sure to train them so that they can be successful and have a positive experience. 181 182 WILDERNESS ACT Public Law 88-577 (16 U.S. C. 1131-1136) 88th Congress, Second Session September 3, 1964 AN ACT To establish a National Wilderness Preservation System for the permanent good of the whole people, and for other purposes. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled. Short Title Section 1. This Act may be cited as the "Wilderness Act." WILDERNESS SYSTEM ESTABLISHED STATEMENT OF POLICY Section 2.(a) In order to assure that an increasing population, accompanied by expanding settlement and growing mechanization, does not occupy and modify all areas within the United States and its possessions, 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 benefits of an enduring resource of wilderness. For this purpose there is hereby established a National Wilderness Preservation System to be composed of federally owned areas designated by Congress as ''wilderness areas'', and these shall be administered for the use and enjoyment of the American people in such manner as will leave them unimpaired for future use and enjoyment as wilderness, and so as to provide for the protection of these areas, the preservation of their wilderness character, and for the gathering and dissemination of information regarding their use and enjoyment as wilderness; and no Federal lands shall be designated as ''wilderness areas'' except as provided for in this Act or by a subsequent Act. (b) The inclusion of an area in the National Wilderness Preservation System notwithstanding, the area shall continue to be managed by the Department and agency having jurisdiction thereover immediately before its inclusion in the National Wilderness Preservation System unless otherwise provided by Act of Congress. No appropriation shall be available for the payment of expenses or salaries for the administration of the National Wilderness Preservation System as a separate unit nor shall any appropriations be available for additional personnel stated as being required solely for the purpose of managing or administering areas solely because they are included within the National Wilderness Preservation System. DEFINITION OF WILDERNESS (c) A wilderness, in contrast with those areas where man and his own works dominate the landscape, is hereby recognized as an area where the earth and its community of life are untrammeled by man, where man himself is a visitor who does not remain. An area of wilderness is further defined to mean in this Act an area of undeveloped Federal land retaining its primeval character and influence, without permanent improvements or human habitation, which is protected and managed so as to preserve its natural conditions and which (1) generally appears to have been affected primarily by the forces of nature, with the imprint of man's work substantially unnoticeable; (2) has outstanding opportunities for solitude or a primitive and unconfined type of recreation; (3) has at least five thousand acres of land or is of sufficient size as to make practicable its preservation and use in an unimpaired
Recommended publications
  • Wilderness Act and Howard Zahniser

    Wilderness Act and Howard Zahniser

    WILDERNESS ACT AND HOWARD ZAHNISER In: The Fully Managed, Multiple-Use Forest Era, 1960-1970 Passage of the Wilderness Act of 1964 involved decades of work on the part of many people both inside the Forest Service and from a variety of interest groups. As early as the 1910’s and 1920’s, there were several important proponents of wilderness designation in the national forests. Three men are considered pivotal in these early years and all were Forest Service employees: Aldo Leopold, Arthur H. Carhart, and Robert Marshall. Their efforts were successful at the local level in creating administratively designated wilderness protection for several areas across the country. At the national policy level, there was a series of policy decisions (L-20 and U Regulations) in the 1920’s and 1930’s that made wilderness and primitive area designation relatively easy, but what was lacking was a common standard of management across the country for these areas. Also, since these wilderness and primitive areas were administratively designated, the next Chief or Regional Forester could “undesignate” any of the areas with the stroke of a pen. Howard C. Zahniser, executive secretary of the Wilderness Society (founded by Bob Marshall), became the leader in a movement for congressionally designated wilderness areas. In 1949, Zahniser detailed his proposal for Federal wilderness legislation in which Congress would establish a national wilderness system, identify appropriate areas, prohibit incompatible uses, list potential new areas, and authorize a commission to recommend changes to the program. Nothing much happened to the proposal, but it did raise the awareness for the need to protect wilderness and primitive areas from all forms of development.
  • 2020 USFWS Conservation History Journal

    2020 USFWS Conservation History Journal

    U.S. Fish & Wildlife Service Conservation History Women in Conservation Volume IV, No. 1 (2020) The mission of the U.S. Fish and Wildlife Service is working with others to conserve, protect, and enhance fish, wildlife, plants, and their habitats for the continuing benefit of the American people. Stay connected with us: U.S. Fish and Wildlife Service History National Conservation Training Center @USFWS History CONSERVATION HISTORY 2020 Contents From the Historian Lucille Stickel: Pioneer Woman in ii Mark Madison, U.S. Fish and Wildlife Service Historian and 37 Conservation Research Founder, Conservation History Matthew C. Perry, Heritage Committee Member, Retired, U.S. Fish and Wildlife Service Whose Stories Are We Missing? iii Maria E. Parisi, Conservation History Editor, Heritage The Legacy and Lessons of Celia Hunter and Partnerships Branch, National Conservation 41 Roger Kaye, Wilderness Coordinator, Alaska Region, Training Center, U.S. Fish and Wildlife Service U.S. Fish and Wildlife Service Women’s History Is Women’s Right “Unremarkable,” Helen Fenske’s Unlikely Legacy 1 Catherine Woodward, Biologist, National Conservation 45 Marilyn Kitchell and Jonathan Rosenberg, Great Swamp Training Center, U.S. Fish and Wildlife Service National Wildlife Refuge, U.S. Fish and Wildlife Service Saving Birds over Tea, Sylvia Earle: A Hero for the Planet 5 Harriet Lawrence Hemenway and Minna B. Hall 49 Pete Leary, National Wildlife Refuge System, Paul Tritaik, Heritage Committee Member, South U.S. Fish and Wildlife Service Atlantic-Gulf and Mississippi Basin Regions, U.S. Fish and Wildlife Service Mollie Beattie: The Service’s First Female Director 53 Dan Ashe, Association of Zoos and Aquariums Through the Opera Glass, Florence Merriam Bailey 9 Paul Tritaik, Heritage Committee Member, South Our Beliefs Matter: The Mamie Parker Journey Atlantic-Gulf and Mississippi Basin Regions, 57 Mamie Parker, Former Northeast Service Regional Director U.S.
  • Wilderness, Recreation, and Motors in the Boundary Waters, 1945-1964

    Wilderness, Recreation, and Motors in the Boundary Waters, 1945-1964

    Sound Po lit ics SouWildernessn, RecdreatioPn, ano d Mlotoris itn theics Boundary Waters, 1945–1964 Mark Harvey During the midtwentieth century, wilderness Benton MacKaye, executive director Olaus Murie and his preservationists looked with growing concern at the wife Margaret, executive secretary and Living Wilderness boundary waters of northeast Minnesota and northwest editor Howard Zahniser, University of Wisconsin ecolo - Ontario. Led by the Friends of the Wilderness in Minne - gist Aldo Leopold, and Forest Service hydrologist Ber- sota and the Wilderness Society in the nation’s capital, nard Frank. 1 preservationists identified the boundary waters as a pre - MacKaye’s invitation to the council had identified the mier wilderness and sought to enhance protection of its boundary waters in richly symbolic terms: magnificent wild lands and waterways. Minnesota’s con - servation leaders, Ernest C. Oberholtzer and Sigurd F. Here is the place of places to emulate, in reverse, the Olson among them, played key roles in this effort along pioneering spirit of Joliet and Marquette. They came to with Senator Hubert H. Humphrey. Their work laid the quell the wilderness for the sake of civilization. We come foundation for the federal Wilderness Act of 1964, but it to restore the wilderness for the sake of civilization. also revived the protracted struggles about motorized re c - Here is the central strategic point from which to reation in the boundary waters, revealing a deep and per - relaunch our gentle campaign to put back the wilderness sistent fault line among Minnesota’s outdoor enthusiasts. on the map of North America. 2 The boundary waters had been at the center of numer - ous disputes since the 1920s but did not emerge into the Putting wilderness back on the continent’s map national spotlight of wilderness protection until World promised to be a daunting task, particularly when the War II ended.
  • Arctic National Wildlife Refuge: the First 50, a Historic Symposium

    Arctic National Wildlife Refuge: the First 50, a Historic Symposium

    Edited by: Steve Chase and Mark Madison 2 Acknowledgments and Sponsors Arctic 50th Historical Special thanks to: Clayton McBride Symposium Planning Team Todd Harless Geoff Haskett, LaVerne Smith, Keith Mantheiy Jay Slack, Director, National and Todd Logan, U.S Fish and Thelma Flynn Conservation Training Center, Wildlife Service, Region 7, Mike Beth Ann Ring U.S. Fish and Wildlife Service Boylan, Richard Voss, Larry Bell Laura Creamer Becky Edgar Steve Chase, Chief, Division of Marca Piehuta Education Outreach, National Georgia Jeppesen Conservation Training Center, Sponsors Dawn Lagrotteria U.S. Fish and Wildlife Service U.S. Fish and Wildlife Service Alicha Burlett Kerrick Reisbig Dr. Mark Madison, Service Historian, National Conservation Gail Testa National Conservation Training Training Center Andrew Weinberg Center, U.S. Fish and Wildlife Service George Krull Arctic National Wildlife Refuge Ben German Jimmy Fox, Region 7, U.S. Tara Lowe Fish and Wildlife Service The Conservation Fund Cynthia Fraula-Hahn David Klinger Maureen Clark, Arctic 50th Voices of the South Shepherd University Department of Coordinator, Region 7, U.S. Contemporary Art and Theater Fish and Wildlife Service Patrick Wallace American Conservation Film Festival Sarah Gannon-Nagle, Strategic And for their efforts and support NCTC ARAMARK Staff Communications Manager, National of this symposium, thanks to: NCTC Raven Services Staff Conservation Training Center, NCTC Security Staff U.S. Fish and Wildlife Service All of our speakers Jay Slack Thelma Flynn, Event Planner, Jim Willis National Conservation Training Kelly Kennedy Center, U.S. Fish and Wildlife Service Rollie Jacobs Beth Stevens Dr. Jim Siegel, National Christine Eustis Conservation Training Center, Karin Christensen U.S.
  • The Wilderness Act of 1964

    The Wilderness Act of 1964

    The Wilderness Act of 1964 Expanding Settlement Growing Mechanization “Wilderness protection is paper thin, and the paper should be the best we can get — that Versus upon which Congress prints its Acts.” David Brower, 1956 “Let’s be done with a wilderness preservation program made up of a sequence of threats and defense campaigns! Let’s make a concerted effort for a positive program … where we can be at peace and not forever feel that the wilderness is a battleground.” Howard Zahniser 1951 “If future generations are to remember us with gratitude rather than contempt, we must leave them more than the miracles of technology. We must leave them with a glimpse of the world as it was in the beginning, not just after we got through with it”. Lyndon B. Johnson Wilderness Act of 1964 Statement of Policy “ …to assure that an increasing population, accompanied by expanding settlement and growing mechanization, does not occupy and modify all areas within the United States and its possessions, leaving no lands designated for preservation and protection in their natural condition…” Sec 2(a) Wilderness Act of 1964 Statement of Policy “…it is hereby declared to be the policy of the Congress to secure for the American people of present and future generations the benefits of an enduring resource of wilderness.” Sec 2(a) The Wilderness Act….. 1. Created a NWPS and established a process for adding new areas NATIONAL WILDERNESS PRESERVATION SYSTEM 1964 9.1 Mil Acres 54 Wilderness Areas 2014 109.8 Mil Acres 762 Wilderness Areas The Wilderness Act….. 2.
  • Preservation of Man ” 1851 • Philosopher • Emerson Transcendentalism

    Preservation of Man ” 1851 • Philosopher • Emerson Transcendentalism

    What are NR’s? • Tangible substance • Function or use What is an environment? • A collection of NR’s in a defined area What is a Ecosystem • All of the ecological processes in a n environment What is wilderness? • Theoretically an undisturbed environment • Big “W” • Little “w” U. S. History and the Environment • Growth of the U.S. • Traditional view of NRs • 1890 closing of the frontier • CidliConservation and population Modern View of the Environment • Technology • Wilderness • Product of civilization • 3rd world European View of Wilderness • European landscape of the 1600s • Perception of wilderness • Basis of bias - RliiReligion - Superstition and folklore Settlers View of the NA Wilderness • Paradise Myth • Reality • Not prepared to live “with” the env. Settlers’ Bias on the Frontier • Safety • Effect of wilderness • Doing God’s work – Manifest Destiny • Wilderness = waste Romanticism • Late 1700s – mid 1800s • Urban, educated , wealthy • Writers and artists • CiCoincid es wi ihhth the growth of sci ences • Enthusiasm for wild places Romanticism • Sublimity • Awe •Deism • GhkhGreat watchmaker theory • Primitivism • The noble savage Start of the American Environmental Movement • Europe = history, cities, culture • USU.S. = Wilderness, NRs • American wilderness = American character • MifDManifest Dest iny Hudson River School • American wild landscape as inspiration • Thomas Cole • First American art form • View o f Amer ican art ist, wri ter, etc Henry David Thoreau • 1817 – 1862 •“In wilderness is the preservation of man ” 1851 • Philosopher
  • David Brower: the Making of the Environmental Movement by Tom Turner

    David Brower: the Making of the Environmental Movement by Tom Turner

    Review: David Brower: The Making of the Environmental Movement By Tom Turner Reviewed by Byron Anderson DeKalb, Illinois, USA Turner, Tom. David Brower: The Making of the Environmental Movement. University of California Press, 2015; x, 308 pp. ISBN: 978-0-520-27836-3 US $29.95 cloth; 978-1- 520-96245-3 US$29.95 ebook . Printed on 30 percent post-consumer waste paper. In the Foreword, Bill McKibben equates Bower to John Muir and regards Brower as the most important conservationist in twentieth century America. David Bower had an “indomitable spirit” that “drew you in” (p. x). Yet, for those who personally knew him, Brower was a complicated person who, depending on the circumstances, could be labeled as charismatic, imaginative, aggressive, or reckless, among other descriptors. Among his more notable flaws, he had difficultly falling in line with authority, such as, bylaws and board directives. Brower was a long-time member of the Sierra Club and was its one and only executive director. Brower moved the Sierra Club from an outings club to a conservation club, a move that greatly increased the membership. He led campaigns to create parks, block dams, and in working with Howard Zahniser, win passage of the Wilderness Act of 1964. Brower also had failures, for example, supporting Glen Canyon Dam in trade for blocking two dams in the Dinosaur National Monument. In later years he realized that Glen Canyon would have been well worth saving as well. Brower pioneered in the effective use of mass media, including films, Exhibit Format books, and full newspaper ads.
  • November 2004 Court Rules Park Service Violates Wilderness Act End of Motorized Vehicle Tours in Georgia’S Cumberland Island Wilderness

    November 2004 Court Rules Park Service Violates Wilderness Act End of Motorized Vehicle Tours in Georgia’S Cumberland Island Wilderness

    NESS W R A E T WILDERNESS D C L I H W • WATCHER • K E D E IL P W IN G SS WILDERNE A Voice for Wilderness Since 1989 The Quarterly Newsletter of Wilderness Watch Volume 15 Number 3 November 2004 Court Rules Park Service Violates Wilderness Act End of motorized vehicle tours in Georgia’s Cumberland Island Wilderness — By George Nickas he U.S. Court of Appeals for the Eleventh Circuit recently slammed the door on the National Park TService’s motorized sight-seeing tours through the Cumberland Island Wilderness. In one of the most detailed and powerful court opinions for Wilderness preservation, the three judge panel ruled that the motorized tours violate both the Wilderness Act and the National Environmental Policy Act. The ruling puts a stop to the sight-seeing tours the park service initiated in 1999 as a part of an “agreement” be- tween anti-wilderness factions on the island, Clinton administration officials, a local Congressman and some conservation groups. Wilderness Watch opposed the agreement arguing that motorized tours in Wilderness were illegal and damaging to the area’s wilderness character. The Celebrate 40 Cumberland hiker. WW file photo. years Wilderness court agreed, writing that “The language of the …Wilder- ness Act demonstrate[s] that Congress has unambiguously prohibited the Park Service from offering motorized trans- portation to park visitors through the wilderness area.” No increase in motorboat permits for Boundary Waters Wilderness, by Kevin Proescholdt. Page 3 Cumberland Island contains historic structures dating from the late 1800s to mid-1900s. Most of the popular tour Celebrating Wilderness in 2004, by Roderick sites lie outside the Wilderness boundary on the south end Frazier Nash.
  • Wilderness Within the Context of Larger Systems; 1999 May 23–27; Missoula, MT

    Wilderness Within the Context of Larger Systems; 1999 May 23–27; Missoula, MT

    United States Department of Agriculture Wilderness Science in a Forest Service Time of Change Conference Rocky Mountain Research Station Proceedings Volume 2: Wilderness Within RMRS-P-15-VOL-2 the Context of Larger Systems September 2000 Missoula, Montana May 23–27, 1999 Abstract McCool, Stephen F.; Cole, David N.; Borrie, William T.; O’Loughlin, Jennifer, comps. 2000. Wilderness science in a time of change conference—Volume 2: Wilderness within the context of larger systems; 1999 May 23–27; Missoula, MT. Proceedings RMRS-P-15-VOL-2. Ogden, UT: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station. Thirty-eight papers related to the theme of wilderness in the context of larger systems are included. Three overview papers synthesize existing knowledge and research about wilderness economics, relationships between wilderness and surrounding social communities, and relation- ships between wilderness and surrounding ecological communities and processes. Other papers deal with wilderness meanings and debates; wilderness within larger ecosystems; and social, economic, and policy issues. Keywords: boundaries, ecological disturbance, ecosystem management, regional analysis, wilderness economics, wilderness perception RMRS-P-15-VOL-1. Wilderness science in a time of change conference—Volume 1: Changing perspectives and future directions. RMRS-P-15-VOL-2. Wilderness science in a time of change conference—Volume 2: Wilderness within the context of larger systems. RMRS-P-15-VOL-3. Wilderness science in a time of change conference—Volume 3: Wilderness as a place for scientific inquiry. RMRS-P-15-VOL-4. Wilderness science in a time of change conference—Volume 4: Wilderness visitors, experiences, and visitor management.
  • The Arctic National Wildlife Refuge: an Exploration of the Meanings Embodied in America’S Last Great Wilderness

    The Arctic National Wildlife Refuge: an Exploration of the Meanings Embodied in America’S Last Great Wilderness

    The Arctic National Wildlife Refuge: An Exploration of the Meanings Embodied in America’s Last Great Wilderness Roger W. Kaye Abstract—The Arctic National Wildlife Refuge has been the sub- Central Brooks Range, expanded their understanding of the ject of more than 50 major studies investigating the bio-physical psychological benefits and cultural values one could experi- resources potentially threatened by oil development. This continu- ence in this landscape (Collins, personal communication ing project investigates the more elusive qualities at risk: the set of 1994, 1995). Aldo Leopold, a personal friend of most of the meanings this place holds for those who value it as wilderness. refuge founders, was another who had a “profound effect” on Findings indicate that these meanings may also be diminished or the range of scientific, experiential, and symbolic values dispelled by the potential introduction of new technologies, public they perceived wild places to hold. Collins says that Leopold’s uses or management actions that leave no footprint, some as writings gave early refuge proponents more reasons to value intangible as the mere naming of a mountain. A network of fourteen wilderness. “It was his ideas that we brought with us to meanings is described to provide a framework for interpreting the Alaska” (Collins, personal communication 1999). wilderness experience visitors seek and discover here, and for Through the late 1950s, the founding conservationists’ understanding the refuge’s emergence as a symbolic landscape of writings inspired a growing constituency to write, speak and national significance. testify for the area’s permanent protection. In 1960, the nine-million-acre Arctic Range was established by order of the Secretary of the Interior.
  • Read: the Legacy of Joseph W. Penfold

    Read: the Legacy of Joseph W. Penfold

    The Legacy of Joseph W. Penfold By Mike Penfold and Kit Muller Note: The Great American Outdoors Act, P.L. 116-152, was signed into law on August 4, 2020 and provides for permanent funding of the Land and Water Conservation Fund (LWCF) at $900 million a year. The Act also established a National Parks and Public Land Legacy Restoration Fund of up to $1.9 billion a year for five years to provide needed maintenance of facilities and infrastructure in our national parks, forests, wildlife refuges, public lands, recreation areas, and American Indian schools. We are reminded of the legacy of the important recreation and conservation work that Joseph W. Penfold did in the 1950’s, 60’s and 70’s, leading up to the Outdoor Recreation Resources Review Commission Report in January 1962 and passage of the LWCF Act in 1965. Mike Penfold, former Forest Supervisor, BLM State Director and BLM Assistant Director, reflects on the life of his father Joseph W. Penfold that laid the foundations for these conservation efforts. (1) Your father, Joseph W. Penfold, was active in the conservation movement in the 1950’s, 60’s and 70’s. How did he get involved in the conservation movement and what were some of the positions he held? My Dad served with the United States Merchant Marine and with the Office of Price Administration in Denver during World War II. After the war, he served with the United Nations Regional Relief Agency in China as a field representative. In 1949 he joined the staff of the Izaak Walton League of America as its Western regional representative in Colorado.
  • Untrammeled WILDERNESS

    Untrammeled WILDERNESS

    Untrammeled WILDERNESS KEVIN PROESCHOLDT ?hkfZgrFbgg^lhmZglZg]hma^klZ\khllma^\hngmkr%Zoblbmmhhg^h_hnkgZmbhgÍl]^lb`& gZm^]pbe]^kg^llZk^ZlblZab`aeb`amh_ma^r^Zk'Ma^;hng]ZkrPZm^kl<Zgh^:k^ZPbe]^kg^ll !;P<:P"bgghkma^Zlm^kgFbgg^lhmZaZl[^^gma^gZmbhgÍlfhlmihineZkZg]fhlmoblbm^] ik^l^ko^_hk]^\Z]^l'Fbgg^lhmZZelhaZlmphe^ll^k&dghpg_^]^kZepbe]^kg^llZk^Zl3ma^:`Zl& lbsPbe]^kg^llg^ZkMab^_Kbo^k?Zeel%Zg]ma^MZfZkZ\Pbe]^kg^ll[r=^mkhbmEZd^l'Pabe^ ^__hkmlmh]^lb`gZm^Zk^Zlebd^ma^;P<:PZlpbe]^kg^llaZo^k^\^bo^]fn\ain[eb\Zmm^gmbhg% ma^lmhkrh_hg`hbg`lm^pZk]labiZg]ikhm^\mbhgblh_m^gg^`e^\m^]'* Ma^phk]ngmkZff^e^]blma^d^r]^l\kbimhkbgma^Pbe& fhk^maZg0))Zk^ZlZg]*)0fbeebhgZ\k^l':eeh_ma^l^ ]^kg^ll:\mh_*2/-maZm]^lb`gZm^]Zg]ikhm^\mlpbe]^k& Zk^ZlZk^`ho^kg^][rma^*2/-eZpZg]bmlfZg]Zm^mh g^llZk^ZlZ\khllma^\hngmkr%bg\en]bg`paZmblghpdghpg ikhm^\mma^\aZkZ\m^kh_ngmkZff^e^]pbe]^kg^ll' Zlma^;P<:P'Bgi^kaZilma^fhlmih^mb\iZllZ`^bgZgr _^]^kZelmZmnm^%mableZp^ehjn^gmer]^Ög^]Zpbe]^kg^ll ZlÊZgZk^Zpa^k^ma^^ZkmaZg]bml\hffngbmrh_eb_^Zk^ AhpZk]SZagbl^k%pahl^ko^]Zl^q^\nmbo^l^\k^mZkr ngmkZff^e^][rfZg%pa^k^fZgabfl^e_blZoblbmhkpah h_ma^Pbe]^kg^llLh\b^mr_khf*2-.mh*2/-%eZk`^er ]h^lghmk^fZbg'Ë=^libm^k^\^gmablmhkb\Zek^l^Zk\a%ma^ pkhm^ma^Pbe]^kg^ll:\mZg]inkihl^er\ahl^ma^phk] _neef^Zgbg`Zg]lhf^h_ma^bglibkZmbhg_hk\ahhlbg`mabl ngmkZff^e^]'Ma^l\aheZkerÊSZagb^%ËZlabl_kb^g]l mhn\almhg^phk]k^fZbgebmme^dghpghkng]^klmhh]'+ \Zee^]abf%eho^][hhdlZg]ebm^kZmnk^%mahn`am]^^ier Ma^*2/-Z\m%bgZ]]bmbhgmh]^Ögbg`pbe]^kg^ll Z[hnmpbe]^kg^lloZen^l%Zg]pZlZd^^gphk]lfbmabg Zk^ZlZg]fZg]Zmbg`ma^bkikhm^\mbhg%Zelh^lmZ[ebla^] ablhpgkb`am'A^^]bm^]ma^hk`ZgbsZmbhgÍlfZ`Zsbg^%Ma^