America's Wildlife: Yesterday, Today, and Tomorrow

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The original content for the curriculum was gathered and developed by a diverse group of education and wildlife experts within the AZ Game and Fish Department. Once the curriculum was drafted, subject matter experts reviewed the curriculum. These experts came from within the AZ Game and Fish Department as well as a diverse group of individuals from around the country including Texas, New Hampshire, Virginia, and Utah. Relevant stakeholder groups, such as the Rocky Mountain Elk Foundation, Boone and Crockett Club, and the Safari Club International Foundation, also provided input. Finally, a selection of educators from across the state pilot tested the curriculum in their classrooms and provided feedback. These teachers represented: 1) eight Arizona counties; 2) rural, suburban, and urban localities; 3) varied years of experience from two to thirty; 4) science and social studies classrooms; and 5) varied levels of free/reduced lunch. Evidence of the different people involved in this process is available in the Acknowledgements section of the curriculum. Questions within the lessons that promote a balanced presentation of differing viewpoints include: - Describe possible actions different groups (i.e., hunters, scientists, politicians, citizens) could have taken to bring wildlife back from the brink. (Lesson 1) - Are there other groups that have a code of honor or conduct? Who are they? What are some principles in their code? (Lesson 2) - Can wildlife populations remain healthy and sustainable if they are hunted? Why or why not? (Lesson 2) - Name at least two groups who had an interest in saving wildlife. What was their interest? What action did they take? (Lesson 2) - What groups do you think will help shape wildlife conservation in the future? (Lesson 3) - In your opinion, do you believe these figures come from diverse backgrounds and careers or are they similar? How has that diversity (or lack of diversity) impacted the conservation movement? (Lesson 4) - Has the AZ Game and Fish Department actively sought participation from many different groups and people to help manage wildlife? (Lesson 5) Lesson 2, which is devoted to telling the story of the rise of the conservation movement, features representation from both consumptive (e.g.., Boone and Crockett Club) and non-consumptive (e.g., Audubon) groups. In addition, Lesson 4 is devoted specifically to individuals across the country who have made significant impacts in conservation. These include people from consumptive and non-consumptive sides, women and men, and different careers. Questions within the lessons that promote inquiry and opinion development include: - Is it our responsibility to help wildlife populations survive? Why or why not? (Lesson 1) - What value does wildlife have today? To whom? Why? (Lesson 1) - What do you think is meant by the concept of "fair chase?" (Lesson 2) - Do you believe that our conservation activities are increasing, decreasing, or remaining stable today? (Lesson 3) - In your opinion, what single event had the greatest impact on wildlife conservation in North America? Why? (Lesson 3) In addition, in Lesson 5, students are asked to select and research a modern issue that could impact wildlife conservation in the future. They must cite all of their research and use their new knowledge to develop potential solutions. The images throughout the curriculum (both in the lesson plans as well as in PowerPoints) contain representations from across the country, specifically regarding wildlife species that are found in a variety of locations, rather than limited, and specific areas.

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One of the main goals of this curriculum was to integrate science and social studies. The lessons were developed to have components of nature of science, ecology, American history, civics, and geography. Specific standards (both national and Arizona) are identified in each lesson. Both science and social studies teachers successfully pilot tested the curriculum in their classrooms. When new vocabulary words are presented (such as lessons 1 and 2), they are presented in context allowing students the opportunity to use clues to determine their meaning. Lesson 3 is specifically devoted to presenting conservation concepts in the context of society. Students develop a timeline of events (both conservation and non-conservation). They are then asked questions like: - In what ways did science and technology influence conservation? - In what ways did society, art, and culture influence conservation? - Does it appear that conservation was influenced by other historical events, or did conservation influence those other events? Students are also asked to analyze conservation on a few different time scales. Lesson 3 explores the history of the conservation movement over 200 years. Students are then asked to analyze specific years in that time frame with questions such as: - What timeframe would you consider to be wildlife's "darkest hour?" - What timeframe appears to be the most active for wildlife conservation events? Each lesson has a set of Essential Questions which are used to focus the instruction. These are designed to be more conceptual rather than focusing on specific facts. Teachers should use these questions to guide students discussions.

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There are numerous opportunities for students to practice critical thinking skills. These include: - What possible actions could different groups engage in to bring wildlife back? (Lesson 1) - In your opinion, what single event had the greatest impact on wildlife conservation? (Lesson 3) - What groups do you think will help shape wildlife conservation in the future? (Lesson 3) - How are the following important to wildlife conservation: Martin v. Waddell, Boone and Crockett Club, Lacey Act, Pittman-Robertson Act, Dingle-Johnson Act? (Lesson 3) Lesson 4 requires students to work in cooperative groups to research an individual important in the conservation movement. The lesson provides websites and other resources for students to explore a specific research topic. They are also encouraged to find other relevant resources. They must develop a PowerPoint or webpage devoted to their individual. Through the course of this activity, students will practice oral and written communication, group cooperation, and conflict resolution. They will also gain experience developing a professional presentation or webpage on a specific topic. Lesson 5 requires students to work in cooperate groups to select a conservation issue. They must research this issue and propose appropriate solutions. They then present their solutions at a wildlife summit. Through the source of this activity, students will: define an issue, determine what action is warranted, identify others involved in the issue, and evaluate an action plan. They will also practice oral and written communication, group cooperation, and conflict resolution.

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Lessons 1 and 2 provide numerous examples of what happens when people do and do NOT get involved. They discuss how groups of people from similar and different backgrounds took control and managed to change the course of wildlife conservation and the role that government had in that conservation. Lesson 4 focuses specifically on individuals and their importance to the conservation movement. These individuals come from a variety of backgrounds. Analysis questions focus student attention to these diverse backgrounds including: - What was this person's profession and how did he/she apply it toward wildlife conservation? - Where did this person live and how did it influence his/her attitudes? - Name people who influenced this person? Throughout the lessons, students are asked to consider the role that individuals have towards conservation. These include: - Is it our responsibility to help wildlife populations survive? (Lesson 1) - Why should we care about the survival of wildlife species? (Lesson 1) - How does the concept of the public trust doctrine relate to wildlife conservation? (Lesson 2) - Who owns wildlife and what responsibilities come with that ownership? (Lesson 2) - How are wildlife management and conservation funded and what would happen to wildlife if those funds were lost? (Lesson 2) - What groups do you think will help shape wildlife conservation in the future? (Lesson 3) - What specific actions will help solve your issue? Who should be responsible for those actions? (Lesson 5) In addition, a major concept of the curriculum is the North American Model of Wildlife Conservation. This model concepts of a collection of tenets that guide conservation practices across the country. Many of these tenets focus specifically on the role of individuals. These include: - Wildlife is held in the public trust. - Hunting and fishing laws are created through public process. These concepts are introduced in Lesson 2 and play a critical role in the solutions developed by the students in Lesson 5.

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Lessons 1 and 2 serve as an introduction to the concept of wildlife conservation and its history. Lessons 3 and 4 build on ideas introduced in the first two lessons and build on them more. Finally, Lesson 5 requires students to use their understanding and learning from the prior 4 lessons and apply them to a new situation and develop solutions to modern conservation issues. Each of the lessons provide recommendations for modifying the lessons for varied learners or expanding them for furthering student understanding. In addition, Lessons 1 and 2 provide specific directions within the lesson plans for modifying the lessons to address student abilities. The PowerPoint presentations can be stopped periodically to get all students "up to speed" and discuss issues in more detail. And, two different methods for introducing technical vocabulary are provided. Lessons 3, 4, and 5 utilize different activities to engage students. Lesson 3 requires students to get up and out of their seats to develop a class timeline. Then, they analyze the "big picture" of the timeline to determine how different historical events influenced conservation. Lesson 4 requires students to do research and develop a creative product, either a PowerPoint presentation or a webpage. Lesson 5 has students working in groups to research a specific issue and develop a rational and reasonable solution. They must then create a professional presentation as if they were presenting to colleagues at a scientific conference. Lessons were purposefully designed to incorporate science and social studies into one learning environment. In addition, students will utilize reading comprehension, writing, and other skills to complete activities. Each lesson begins with a listing of the specific objectives that students will achieve by the end of the lesson. In addition, essential questions are provided which guide the general direction of instruction. Suggested assessment options are provided at the end of the unit. These include varied questions that could be developed into an end-of-unit test or integrated into tests throughout the school year. In addition, lessons 4 and 5 include rubrics that allow students to effectively evaluate and modify their products before final submission. The lessons were field tested by 13 high school teachers. These teachers provided feedback regarding the appropriateness of the content to this age. Specific changes were made (such as multiple methods for introducing vocabulary, and providing written text on the PowerPoints) to address the original concerns of these teachers.

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