BRING THE ADIRONDACKS INTO YOUR CLASSROOM
|Protect and Preserve
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|Grade: 12th Grade
|NYS Content Area Standard:
Civics, Citizenship and Government
|NYS Interdisciplinary Standard:
English Language Arts:
Standard 1: Language for Information and Understanding
|Adirondack Curriculum Content Area:
Natural HistoryGovernment & Civics
ELA Standard 1: Performance Indicators Locate and use school, public, academic, and special library resources for information and research
ELA Standard 4: Performance Indicator Share the process of writing with peers and adults
SS Standard 3: Performance Indicators: Locate and gather geographic information from a variety of primary and secondary sources
SS Standard 5: Performance Indicators: Key idea 3: Understand how citizenship includes the exercise of certain personal responsibilities Analyze issues at the state, local, and national levels Explore how citizens influence public policy Key Idea 4: Consider the need to respect the rights of others, to respect to others' points of view
|Keywords: advertising, Forest Preserve|
|Investigative Question or Issue: How might we persuade the public to help protect and preserve the Adirondack Forest Preserve?|
The Adirondack Park is the largest publicly protected area in the contiguous United States, greater in size than Yellowstone, Everglades, Glacier, and Grand Canyon National Park combined. The boundary of the Park encompasses approximately 6 million acres, nearly half of which belongs to all the people of New York State and is constitutionally protected to remain a “forever wild” forest preserve. The remaining half of the Park is private land that includes settlements, farms, timber lands, businesses, homes, and camps.
In 1894 a new covenant was adopted into the Constitution of the State of New York to achieve meaningful protection for the Forest Preserve. Henceforth, the Adirondack Forest Preserve would be "forever wild". In 1971 the Adirondack Part Agency was created to to develop long-range land-use plans for both the public and private lands within the Blue Line. Since then, many individuals, government agencies. and organizations have worked to preserve the park.
To set up the following challenge, show students the PBS program "The Adirondacks". Ask students to take notes as they watch the program in preparation for a formal journal essay they will be asked to write at the conclusion of this unit of study.
Focus their notetaking on two questions:
Following the program, invite the class members to discuss their responses to the two questions above. Explore the details of their thinking with them. Ask them to describe the range of motivations behind their desire to preserve and protect various places and/or things.
Share the quote from Jacques-Ives Cousteau, "People protect what they love." To what extent do the students think this quote is accurate? What insight does Cousteau provide us regarding the protection and preservation of the Adirondacks? How might we support and expand efforts to preserve and protect the Adirondacks?
Before proceeding too far in this challenge, the teacher will no doubt want to spend time with students discussing a common understanding of the following terms :
In teams of two organized with the help of your teacher, prepare an advertising campaign to be used as part of a non-profit effort to encourage the public to help preserve and protect a specific place or specific resource that is an essential part of the Adirondack Forest Preserve. As you prepare your campaign, consider the following:
Both authors of this campaign should be prepared to share and interpret their work for other class members and be ready to persuasively defend their point of view.
Resources: PBS Adirondacks DVD
http://adkcurriculumproject.org For links to government agencies Internet searches for history and geographical information
Produced at the 2008 Adirondack Geography Institute
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Radio Ad Script:
Authors are able to respond persuasively to all questions about their work
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