Purpose:

Students will gain an understanding of the philosophical bases for designating wilderness lands by understanding the importance of "wild" experiences for the American national identity. Students will analyze the language of the Wilderness Act of 1964, the Clean Air Act of 1970, and Wallace Stegner's ""Wilderness Letter" of 1960 looking for comparison and contrast between the pieces learning about writer's perspective, audience, and intention. They will also engage in a creative writing activity to stretch their own literary muscles. Students can use the historical timeline included on the web site which will help them understand the contemporary issues surrounding wilderness designation. They will also lean how the democratic process works with regard to writing legislation to reflect the wishes of the American public.

Materials: Copies of the Wilderness Act, Wallace Stegner's Wilderness letter (complete text available online), and the Clean Air Act

Duration: Minimum of two days

California Academic Standards:

• 2.1. Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices.
• Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject.
• 2.1 Write biographical or autobiographical narratives or short stories
• Advance a judgment demonstrating a comprehensive grasp of the significant ideas of works or passages (i.e., make and support warranted assertions about the text).

Directions: Activity One

1. As a group have students generate a list of words that they associate with the word "wild" - encourage to consider all connotations of the word. You may want students to do a quick freewrite - encourage them to write anything and everything that comes into their head when they think about the word wild - let them know that they don't have to worry about spelling or sentence structure.

2. Each member of the group will write a short story (no more than 2 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. Each member will read aloud their story for the group (It is usually conducive to arrange seating in a circle for this). One member of the group will compile words that reappear in several of these stories and compare this list to the original list of "wild words". Note: A lot of students will put more time and effort into a piece that will be read by/to their peers.

4. The group will read and carefully study the Wilderness Act of 1964 looking for similarities in language between the student 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? Have students take notes as they read so they will have evidence to back up their ideas. Be sure they will be ready to offer their answers to the class.

Activity Two:

1. As a comparison, the 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 for these differences should be written for presentation to the group.

2. Also for comparison, the 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.

Evaluations/Outcome:

Did each student produce a story that demonstrated an understanding of the word "wild" in any of its connotations? Students should realize that the wording of all these documents realize the same basic issues (uncontrolled experience, natural conditions of land, etc.).

Extensions:

• Have students research other pieces of environmental legislation - what types of writing do these other documents contain? Why do you think these pieces are written similarly or differently? What is the goal of each of these writers? How well do they succeed in their goal?
• Have students explore how different pieces of legislation come to be passed. What is the basic process for an act to go from creation to law? Have students consider the concerns of the time, the influence of special interest groups, and the compromises that have to be made.
• Have students write a position paper about one of the different environmental laws. Have them research the legislative act and examine the issue from all sides. Their paper should first present the background on the legislation, present both sides of the issue factually, and then finally take a stand. Why do you think this law has been created and passed? Do you think the law is fair? necessary? goes far enough? too far? Be sure to back up your opinion with factual evidence. You can also include some personal antedates where relevant.
• Consider having students write to the editorial section of the paper and/or to their elected officials on any environmental issues they feel strongly about. Have students find examples where public action has effected legislative action - let them see that they have a voice and that their voice can be make a difference.