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Purpose:
To
learn the basic ideas behind wilderness designation in part
by determine what the word wild means.
Directions:
Activity
One:
1.
Take a few minutes to freewrite on the word wild. Write
as quickly as you can any thoughts, ideas, feelings about
this word. Do not worry about spelling or creating complete
sentences, just keep writing. Share some of your writing
with the class or write some of your ideas on the board.
2.
Take some time to write a short story (no more than two
pages) about a "wild" experience. This "wild" experience
should reflect that word only, not necessarily an experience
that has happened in or has anything to do with a wilderness
setting or situation.
3.
Read your story out loud to your group or class. Have one
member of the group compile words that reappear in several
of these stories and compare this list to the original list
of "wild words".
4. Read and carefully study the Wilderness Act of 1964 looking
for similarities in language between the your stories, the
original class list of "wild words", and the language of
the Act. How are the "wild words' integral to the act's
intention? How does the language of the Act turn into defensible
legislation or does it? Take notes as you read so you will
have evidence to back up their ideas. Be sure and be ready
to offer your opinions to the class.
Activity
Two:
1.
As a comparison, your group will also discuss the "Wilderness
letter" written in 1960. What language does this letter
hold in common to the Wilderness Act? What is different?
And why are there differences? Consider audience, writer,
and the intention of the piece of writing. A summary of
these differences should be written for presentation.
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2.
Also for comparison, your group will discuss a portion of
the Clean Air Act of 1970/77, another famous act protecting
the environment. How does the language of this act differ
and why? Again consider audience, writer(s), and intention.
3.
What do you conclude about who wrote the Wilderness Letter/
Who wrote the Clean Air Act? Who wrote the Wilderness Act
of 1964? Be sure to offer some proof for your conclusions.
Vocabulary:
wild,
preservation, conservation, wilderness area, primeval, habitation,
appropriation, dissemination
On-line
Materials:
Career
Explorations:
Environmental
Activist, Outdoor Writer, Policy Maker, Environmental Educator,
Teacher, Resource Manager, Outdoor Recreation Planner, recreation
Forester, Resource Forester, Forest Supervisor, Park Superintendent,
Refuge Manager
Evaluation/Outcome:
You
should now be able to define what a wilderness area is,
be able to analyze and understand the language in a piece
of legislation, and be able to recognize similar language
in other pieces of writing. In addition you should be able
to identify an author's intent and determine the likely
intended audience of a piece of writing.
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