Grades 9-12 Lesson Plan - Taking a Position on Woodland Use

Map 7 Main Page

Core Map: William H. Brewer, "Map Showing in Five Degrees of Density the Distribution of Woodland within the Territory of the United States," (Washington, 1873). In Francis A. Walker, Statistical Atlas of the United States Based on the Results of the Ninth Census, 1870 (Washington, 1874). Newberry Library call number: Govt I 10.2 At 6(1) (Printable PDF version of the Core Map)

Overview
In this lesson students investigate the historical aspects of a map of 1873 that shows forest cover in the United States. Students examine this map to learn about changes in the roles and purposes of woodlands in the United States and to take a position on the future of woodlands.

Objectives
By the end of this lesson students are expected to:

1. analyze the patterns of use of forest land in the United States.
2. obtain information through research.
3. take a position on a current public policy issue and elaborate that position.

Key Terms
woodlands, density, distribution, preservation

Materials
core map, current map of woodlands in the United States (see Resources), map of federal lands in the United States (see Resources), access to research materials

Time
one-half hour of class time, additional time for research

Getting Started

1. Show or distribute copies of current map of woodlands in the United States (see Resources). Have students list at least five purposes for such a map. See Curator's Notes for ideas.

2. Have them share these purposes with 4-5 other students and rank order purposes 1-5 as a group, with number one being the one that has the most impact upon woodlands. Share these lists with the class and have students explain their reasoning behind their rankings.

Developing the Lesson

1. Present the core map on the computer, in printed form, or on an overhead transparency.

2. After students have studied the map, pass out or have students view copies of a current map of woodlands in the United States (see Resources).

3. Have students compare the two maps and identify at least two similarities and two differences and discuss these as a class. Among the changes is the role of the federal government as an administrator of lands. Use a current map of government lands for students to see the areas under federal control. Familiarize students with unresolved public policy issues related to the purposes of woodlands and the development of natural resources on federal lands. For example, look at oil exploration in Alaska, grazing rights issues, the use of fire as a management tool (e.g., Yellowstone National Park and Bandelier National Monument; see Resources), executive orders that provide land with protected status.

4. Assign students to analyze the issue of the development of natural resources on federal lands. They can research this topic in periodicals, the Congressional Record (see Resources) and other sources.

5. They are to write a letter to the U.S. Senator or member of the House of Representatives for your district. They are to be for or against the issue and show evidence of their research to support their position. It should be optional for students to send this letter. You may want to have students create this letter electronically so that it can be sent as e-mail.

Evaluation
For 4 points, the student clearly states their position, provides two details from their research that support their position, and provides a summary.

For 3 points, the student clearly states their position, provides one detail from their research that supports their position, and provides a summary.

For 2 points, the student clearly states their position, provides one detail from their research that supports their position, or provides a summary.

For 1 point, the student clearly states their opinion, and attempts to provide one detail from their research that supports their position, or provides a summary.

For 0 points, the student does not clearly state their opinion, provide any detail from their research that supports their position, or provides a summary.

Extensions

1. Students could create editorial cartoons to express their point of view on this issue.
2. With access to a current map of world forest cover (see Resources), have students research the issue of the use of woodlands throughout the world. Especially in countries such as Thailand, Brazil, the Philippines, or Malaysia low income, debt to international lending institutions, and other factors place a great deal of pressure on woodlands as income.