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For the Time Estimate: One to two 45-minute class periods Teacher

Common Core Overview Connections In this activity, students examine excerpts from This activity addresses the following Common an article titled “The Need for Core English Language Arts Standards: Areas,” which is about the value of preserving • CCSS.ELA-LITERACY.RH.11-12.1 wilderness. Students then compare the article Cite specific textual evidence to support to some of the language in the 1964 Wilderness analysis of primary and secondary sources, Act. The article is by Howard Zahniser, who is connecting insights gained from specific also the act’s main author. details to an understanding of the text as a whole. Learning Objectives • CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information Students will be able to (1) explain why the of a primary or secondary source; provide of 1964 was passed; an accurate summary that makes clear the (2) compare passages from an article relationships among the key details and advocating the act to an excerpt from the act; ideas. and (3) assess arguments about the relationship between wilderness and civilization. This activity also addresses the following enduring understanding: • Wilderness areas provide numerous benefits to natural ecosystems and to Classroom Investigation Series, WILDERNESS Teacher people.

Preparation Essential Questions: 1. Make enough copies of “Wilderness • Why should the United States protect Classroom Investigation” Handouts 1 wilderness? and 2 for each student, and provide chart paper and markers for up to eight • Is legislation the best way to protect small groups. wilderness?

2. Read the “Background Information” to become familiar with some of the events leading up to the passage of the Wilderness Act.

1 Background Information The article titled “Howard Zahniser: Author of wilderness bill. The Living Wilderness was the Wilderness Act” (http://www.wilderness. the key journal, and Zahniser was its editor. net/NWPS/zahniser) provides some historical “The Need for Wilderness Areas” was a context for the article by Zahniser that students seminal article that rallied public opinion will analyze for this lesson. Below are some behind a wilderness bill. important highlights from “Howard Zahniser: • By 1964, the bill’s advocates had secured Author of the Wilderness Act.” the support of powerful committee chairmen in Congress, such as Democratic Early Days Senator Hubert H. Humphrey of Minnesota • By the 1920s, supporters of wilderness and Republican Representative John P. preservation began to succeed at having Saylor of Pennsylvania, and both houses some forest areas designated as wilderness. passed the bill that President Lyndon B. An example is the Gila Wilderness in New Johnson signed on September 3, 1964 (the Mexico, designated in 1924. margins were 373-1 in the House and 73-12 in the Senate). • It was fairly easy for federal agencies to designate areas as wilderness, but it was Like most laws, the Wilderness Act of 1964 took also easy for opponents of wilderness a long time to make it into the U.S. Code. It designations to revoke them later. started as an idea discussed by conservationists decades before becoming a law. Leaders and • So Zahniser and his allies wanted a law writers such as Theodore Roosevelt and John that would involve Congress in selecting Muir used articles, photos, and speeches to areas for more permanent designation. educate the public about the importance of • Advocates for the Wilderness Act received parks, wildlife refuges, and forest preserves. little support from Congress until the 1960s. Zahniser thought the best way to promote Some federal agencies preferred to keep a wilderness law was to combine public the power to designate wilderness areas to awareness with advocacy by large numbers themselves, rather than involve Congress. of groups, so he wrote articles and led the Wilderness Society, a large membership A Success and A Strategy organization. He also drafted more than 60 • In 1955, Zahniser and his allies stopped the versions of the bill that Congress debated, and proposed Dam from being built he visited congressional offices repeatedly to in northwestern Colorado. This successful lobby for it. The entire Wilderness Act can be campaign showed them the importance found here: of affecting public opinion and generating http://www.wilderness.net/NWPS/legisAct letters to Congress from numerous people In this activity, students will read and discuss and groups. selections from “The Need for Wilderness • Zahniser and his allies started journals and Areas,” which appeared in the 1956-57 issue of partnered with other groups to promote a the journal The Living Wilderness. To read the Classroom Investigation Series, WILDERNESS Classroom

2 whole article, follow this link (the document is in found at the link below. Some of the key events the appendix under Howard Zahniser): in the timeline include efforts to preserve historic sites, the Everglades, wilderness areas, http://www.wilderness.net/index. and forests, as well as to regulate pesticides cfm?fuse=toolboxes&sec=awareness# and the disposal of chemical pollution. For additional background, a timeline of land http://www.nps.gov/mabi/historyculture/ conservation policy in the 20th century can be conservation-timeline-1901-2000.htm

Procedure This activity features a mix of wilderness that they would see and hear in individual work, small group work, and their home communities. whole-class discussion. In brief, students will 2. Individual writing: Ask students to complete the following tasks: individually write their own definitions of • Imagine what they would see and hear in wilderness and underline the two most a wilderness area, and write down their important concepts in their definitions. expectations. 3. Group task 1: Ask students to share their • Develop a definition of wilderness. two most important concepts with the rest of their group. One student in each group • Compare their definition to each other’s should write everyone’s two concepts on definitions and to the one in the Wilderness chart paper. Then, ask the groups to create Act. Also, discuss prohibited activities in a consensus definition of wilderness that wilderness areas. includes everyone’s concepts. (Groups • Individually, read excerpts from Zahniser’s might not reach an exact consensus, but article, and write responses to questions. all group definitions should include each • In small groups, discuss excerpts from the student’s two most important concepts.) Classroom Investigation Series, WILDERNESS article and responses to questions. 4. Whole-class discussion: Ask a • As a whole class, debrief the conversations. spokesperson from each group to report their consensus definition to the whole • View pictures of wilderness areas, and class. Ask students to comment on compare these images to what they the similarities of the definitions. Hand expected wilderness to look like at the out copies of “Wilderness Classroom beginning of the activity. Investigation, Handout 1” to each student. Ask students to compare the definition Present the following detailed steps to the of wilderness from the Wilderness Act of students: 1964 to their definitions. Ask students to 1. Hook: Ask students to imagine they are in read the paragraph from the act regarding the middle of a wilderness area. Ask them prohibited activities, and create lists of to write a short list of what they see and the activities they think are permitted and hear. Then ask them to write another list of prohibited in wilderness areas. Ask students what they would not see and hear in the to compare the lists.

3 Note: If the activity is broken up into two • What they thought was Zahniser’s sessions, this is an ideal stopping point until most effective argument in favor of a the next session. Also, to save time during Wilderness Act. session 2, students could complete the questions in step 5 for homework. • Which, if any, of his arguments they found weak or ineffective.

5. Individual reading: Distribute “Wilderness • Who might oppose the Wilderness Classroom Investigation, Handout 2,” and Act and what arguments opponents instruct students to read the excerpts and would use. write responses to the discussion questions. • What, if any, additional arguments 6. Group task 2: Place students into their they would have used to promote the groups, and instruct them to talk with each passage of the Wilderness Act. other about their answers to the discussion 8. To conclude, show photos of BLM questions. wilderness areas, such as the ones found 7. Whole-class debriefing: Reconfigure the here: http://mypubliclands.tumblr.com/ class into one unit, and ask spokespeople tagged/wilderness. Ask students to about the discussion questions. Ask for compare the photos to how they imagined comments about: wilderness areas would look.

Assessment • Ask students to write what they • Assign an explanatory essay on the think wilderness is a metaphor for, question: Why have a Wilderness Act? It and ask them to develop a poem, should include historical context of the story, or multimedia presentation Wilderness Act, benefits of wilderness, on why wilderness is important and arguments raised in opposition of passing what it means to them. the act, and contemporary consequences of designating wilderness. Classroom Investigation Series, WILDERNESS Classroom

4 Adaptations to Consider • In step 4, read “The Oxford English was designated, who wanted it designated, Dictionary” definition of wilderness: “an and who opposed designating it and why. uncultivated, uninhabited, and inhospitable • Hold a classroom debate on the merits of a region.” Ask students to compare this to Wilderness Act. their definitions and to Zahniser’s. • Ask students to read Article I, Section 8, of • Ask students to research wilderness the Constitution, and identify which power areas that may be in the state or region, Congress used to pass the Wilderness Act. addressing questions such as when the area

Evidence-Based Responses to Student Discussion Questions in Handout 2 1. What kinds of human needs are supported threaten civilization? [Wilderness sustains by wilderness areas? [Spiritual, emotional, us, and we create civilization.] Do you agree educational, recreational.] How does with him? Why do you think he argues that Zahniser support his view that wilderness wilderness has to be saved in order to save is a fundamental human need? [The idea civilization? [Various] of wilderness is man’s own concept. The 3. What groups might object to the following preservation of wilderness is a purpose being prohibited in wilderness areas: that arises out of man’s own sense of his permanent and temporary roads, structures, fundamental needs.] Do you think he is motorized vehicles and equipment, and Classroom Investigation Series, WILDERNESS right? Support your answer with evidence commercial enterprises? [Various, possibly from the article and other evidence as homebuilders, mining companies, all-terrain needed. [Various] vehicle riders, loggers, tourism industries.] 2. How does Zahniser argue that preserving 4. What is paradoxical about the lessons wilderness helps preserve civilization? wilderness teaches modern people? [It [Civilization depends on the resources shows we are both dependent on other life extracted from wilderness areas and on and must survive independently of modern wilderness as a retreat from hectic modern services and conveniences.] In what ways life.] How well does Zahniser support his are modern people both independent and claim that destroying wilderness would interdependent? [Various]

5 5. The Wilderness Act says that wilderness 6. Why do you think Zahniser focuses on how areas are “where man himself is a visitor wilderness areas benefit humans instead of who does not remain.” The article says how wilderness is valuable for its own sake? “with the wilderness we are at home.” How [Various, possibly appealing to people’s do you think Zahniser would argue that self-interest as more likely to resonate with these two statements do not contradict voters and interest groups.] each other? [The second statement is metaphorical and the first is literal.] Do you think they are contradictory? [Various] Classroom Investigation Series, WILDERNESS Classroom

6 Classroom Investigation Series, WILDERNESS by the forces of nature, with the of imprint of nature, by the forces substantially work unnoticeable; (2) man’s has outstanding opportunities for solitude or a primitive type of and unconfined five (3) has at least thousand recreation; size as to land or is of sufficient of acres use and make practicable its preservation condition; and (4) may in an unimpaired or otheralso contain ecological, geological, of scientific, educational, or scenic, features historical value.” for in this “Except as specifically provided Act, and subject to existing private rights, enterprise and shall be no commercial there within any wilderness no permanent road by this designated Act and, except as area necessary to meet minimum requirements for the for the administration of the area purpose of this Act (including measures involving the in emergencies required health safety of persons within and the no shall be no temporary road, there area), use of motor vehicles, motorized equipment no or motorboats, no landing of aircraft, other form of mechanical transport, and no or installation within any such area.” structure Section 4(c), Prohibition of Certain Uses: Section 4(c), Prohibition Wilderness Wilderness Classroom Investigation, 1 Handout “A wilderness, in contrast with those areas “A wilderness, in contrast with those areas and his own works dominate man where as an recognized the is hereby landscape, the earth and its community of where area man untrammeled by man, where life are himself is a visitor who does not remain. of wilderness is further defined to An area of undeveloped mean in this Act an area its primeval Federal land retaining character and influence, without permanent or human habitation, which improvements and managed so as to preserve is protected its natural conditions and which (1) generally primarily appears to have been affected Read the definition of wilderness from the Read the definitionfrom of wilderness this 1964, and compare Wilderness Act of definitions. definition with the groups’ prohibited Read the paragraph regarding activities, and write a list of activities you allowed and a list of activities you think are wilderness areas. in prohibited think are Section 2(c), Definition of Wilderness: Excerpts from the WildernessExcerpts from Act of 1964 • • Instructions:

Classroom Investigation Series, WILDERNESS … … … that arises out of man’s own sense of his that arises out of man’s fundamental needs. thewhich thus wilderness teaches Paradoxically, themodern man his dependence on whole community of life can also teach him a needed for personal independence—an ability to care his to provide himself, to carry his own burdens, his own food, furnish his own own fuel, prepare make his own bed, and—perhaps most shelter, of all—transport himself by walking. remarkable a part of the wildness of the universe. are We Our noblest, happiest That is our nature. character develops with the influence of it we degenerate into the from wildness. Away squalor of slums or the frustration of clinical at home. couches. With the wilderness we are This is not a disparagement of our civilization— no disparagement at all—but rather an admiration of it to the of perpetuating point it. the cattle grazed on the like the beef from We the vegetables from relish public domain. We of the lands irrigated by virtue of the Bureau carry in our packs aluminum Reclamation. We with the help of hydroelectric manufactured motor happily We reservoirs. great power from of our on paved highways to the approaches trains journey in streamlined wilderness. We and in transcontinental airplanes to conferences nourish and We on wilderness preservation. books manufactured from our minds refresh Wilderness Wilderness Classroom Investigation, 2 Handout Read the selections from the article by Read the selections from Zahniser. Howard Read the discussion questions and write to them. down your responses to the questions Discuss your responses withthe other in your small students group. By very definition this wilderness is a need. The without man’s idea of wilderness as an area own concept. Its values are influence is man’s is a purpose human values. Its preservation This need is for areas of the earth withinwhich This need is for areas we stand without our mechanisms that make us immediate masters over our environment— in which we sense ourselves of wild nature areas dependent to be, what in fact I believe we are, community members of an interdependent that together derive their of living creatures the sun. existence from I believe that at least in the present phase I believe that at least in the present a of our civilization we have a profound, of wilderness—a fundamental need for areas and spiritual need that is not only recreational but also educational and scientific, and withal essential to a true understanding of ourselves, our place in and our own natures, our culture, all nature. Excerpts from “The Need for “The Need Excerpts from by Howard Wilderness Areas” Zahniser (1956) • • • Instructions: Classroom Investigation Series, WILDERNESS 6. 5. 4. 3. 2. 1. Discussion Questions is lost.Whatsacrifice! besacrificedifourwilderness will that living culture, this civilization, It isthis wayof this on byhealthy, happycitizens. toendurecivilization andtobeenjoyedon andrural.Andwewantthis urban, village, convenience andcomfortofourwayliving— pulpofourforests.out ofthe We enjoythe wilderness isvaluableforitsownsake? Zahniserfocusesonhow wildernessareasWhy doyouthink benefithumansinsteadofhow contradictory? would argue are they Doyouthink eachother? twostatementsdonotcontradict these that not remain.” wildernessweare the says“with Thearticle Zahniser athome.”Howdoyouthink wildernessareasThe WildernessActsaysthat are “where isavisitorwhodoes manhimself independentandinterdependent?modern peopleboth lessonswilderness teachesmodernpeople?InwhatwaysareWhat isparadoxicalaboutthe enterprises? and temporaryroads, structures, motorizedvehiclesandequipment,commercial What groups beingprohibited following mightobject tothe inwildernessareas: permanent civilization? agree heargues him?Whydoyouthink with wildernesshastobesavedinorder that tosave destroyingdoes Zahnisersupporthisclaimthat wildernesswouldthreaten Doyou civilization? How doesZahniserargue preserving that wildernesshelpspreserve Howwell civilization? evidencefromanswer with evidenceasneeded. andother article the Supportyour heisright? Doyouthink wildernessisafundamentalhumanneed? his viewthat What kindsofhumanneedsare supportedbywildernessareas? HowdoesZahnisersupport character of the preserves.character ofthe wilderness the toalter nothing we mustallow areas isdesignedforpreservation, andthen anadequatesystemofwilderness must seethat Firstwe todotwothings: It behoovesusthen … Notes: Classroom Investigation Series, WILDERNESS

11 Notes: Classroom Investigation Series, WILDERNESS Classroom

12 This publication was produced by the Division of Education, Interpretation, and Partnerships at the Bureau of Land Management, U.S. Department of the Interior. Production services were provided by the BLM’s National Operations Center, Information and Publishing Services Section.

Visit www.blm.gov/education to explore the BLM’s resources for educators.

September 2014