The Responsibility of

Preservation What Would a Good Citizen Do?

The Responsibility of Preservation What Would a Good Citizen Do?

Lesson Plan by Holly A. Gillum, Anderson Elementary, Crossett, Arkansas

2005-06 School Year Revised 2007-08 School Year Utilizing 2006 Social Studies Frameworks 2005 Science Frameworks and 2007 School Library Media Frameworks

Lesson based on utilization of Big Woods Bird: An Ivory-bill Story,

A Butler Center Publication, http://www.butlercenter.org/publication/books.html

Through the study of the assumed extinction and rediscovery of the Ivory-Billed Woodpecker, students will analyze the responsibility of citizens to report observations and preserve habitats. They will complete a writing prompt for further analysis and opinion. They will organize and synthesize information. Grades: 5

th – 8

th (Lesson can also be modified for lower grades.)

Objectives:

1. Analyze the responsibility of citizens to report observations and preserve habitats. 2. Complete a writing prompt for further analysis and opinion.

Arkansas Curriculum Frameworks: Arkansas History Curriculum Frameworks: C.5.6.8 - Evaluate ways being a good citizen is important for every individual (e.g., voting, obeying laws, volunteerism). See also Social Studies Student Learning Expectations for Economics: E.7.8.2 – Analyze the impact of present choices on future consequences. Arkansas Science Curriculum Frameworks: LS.4.6.1 - Identify environmental conditions that can affect the survival of individual organisms and entire species. LS.4.8.1 - Analyze the effect of changes in environmental conditions on the survival of individual organisms and entire species. Arkansas School Library Media Student Learning Expectations: A.3.5.1, A.3.6.1, A.3.7.1, A.3.8.1 – Practice organizational strategies to record and synthesize information Arkansas Language Arts Student Learning Expectations: OV.1.5.1 - Develop vocabulary from content area texts. W.4.5.2 - Organize ideas by using such graphic organizers as webbing, mapping, and formal outlining with main topics.

W.5.5.1 - Write to describe, to inform, to entertain, to explain, and to persuade. R.9.5.21 - Evaluate personal, social, and political issues as presented in text. Related Encyclopedia of Arkansas Entries: Ivory-billed Woodpecker; Endangered, Threatened and Rare Species; Environment; Tourism; Business, Commerce, and Industry Introduction: The teacher will select the appropriate student learning expectations for his or her students, obtain a copy of Big Woods Bird: An Ivory-bill Story, review the key terms, prepare copies of Bill of Rights or make transparency of Bill of Rights (provided in lesson) and prepare copies of writing prompt/checklist provided in lesson or obtain school required writing prompt materials. The writer’s checklist can be used to a make a transparency for whole group instruction. Collaboration with the school library media specialist for assistance in utilization of this technology resource tool for Arkansas History is suggested. See above links or visit the encyclopedia at http://www.encyclopediaofarkansas.net. The school library media specialist may also be able to provide resources for teaching students how to organize and synthesize information. Key Terms: citizenship conservation habitat preservation responsibility Key Terms Defined: citizenship - the quality of a person's response to membership in a community conservation – a careful preservation and protection of something habitat - the place or type of place where a plant or animal naturally or normally lives or grows preservation - a keeping from injury, loss, or decay responsibility - the quality or state of being responsible Materials Needed: Copy of The Bill of Rights – provided (link to original in Sources) Writing journal/portfolio, if students use them Notebook paper Writing Utensils Copies of graphic organizer for students Copy of Big Woods Bird: An Ivory-bill Story by Terri Roberts Luneau Writing prompt with writer’s checklist (transparency pattern included) Suggested Timeline: Depending on class length and prior information, the timeframe for the lesson could be two class periods. This lesson can be easily incorporated into an existing science or social studies unit. It could also be used as an oral language lesson asking students to take a position to support through debate.

Procedure: Introduction to the Learning:

~ Ask students to list some of the rights we have as U.S. citizens. ~ Ask students to list some of the responsibilities we have as U.S. citizens. ~ Introduce students to the Bill of Rights. ~ Ask students to think about the possible results reporting information can create.

Suggested Teaching Strategies: ~ Introduce (or review) the Ivory-billed Woodpecker. (See Sources for details.) ~ Discuss facts about bird: appearance, habitat, mating habits, food sources, etc. ~ Discuss the sighting and rediscovery of the Ivory-billed Woodpecker. ~ Have students brainstorm and record cause and effect type scenarios to the rediscovery. ~ discovered – discoverer a hero, science world happy, history made, state has a new “mascot” ~ discovered – still considered endangered, lands must be preserved, loss of income/tourism due to restriction of once available outdoor areas, poachers attracted. ~ Introduce students to the concept of being a good citizen. Ask: ~ What makes one a good citizen? ~ What do good citizens do to set them apart from others? ~ How far should we go to preserve natural habit for endangered or rediscovered species? ~ Close by reading Big Woods Bird to students to add a literary element and encourage them to think about Arkansas’s natural habitat.

Closure to Learning: ~ Have students complete the graphic organizer. ~ Have students complete the following Benchmark-style writing prompt using the writer’s checklist:

You have been asked to write about this topic:

While walking in your favorite hunting or fishing spot, you see an Ivory-billed Woodpecker. Would you report the sighting? Why or why not?

Before you begin to write, think about what reporting the woodpecker would mean for you and for your community. Do you believe it is your responsibility as a citizen to report the sighting? In what ways would this discovery benefit or harm your community?

Now, write about why you would or would not report spotting an Ivory-billed Woodpecker. Be sure to give reasons why you would or would not report the sighting. Be sure to give enough detail so readers will understand what the sighting would mean for you and for your community.

Assessment:

~ Graphic organizer can be graded separately or combined as part of the writing rubric. ~ Writing prompt can be graded using the ACTAAP Domain Scoring Rubric (provided) or the school writing rubric.

Suggested Extended Activities: ~ Class can document news items related to the rediscovery and conservation of the Ivory-billed Woodpecker on a special bulletin board or section of the room. ~ Have students create a “hotline” directory of local and state organizations that use confidential or public information to prevent violence, crimes, trespassing, littering, etc. ~ Have a guest speaker from the local Veteran’s Association speak to students about rights and responsibilities of all U.S. citizens. ~ Have students create an award which will/would be awarded to people who support and encourage the public to assume the responsibility of being a good citizen by setting an appropriate example.

Sources: www.wordcentral.com Online student dictionary http://www.ivorybill.org – The Big Woods Conservation Partnership site. The “Press Room” section has wonderful information including the “fact sheets” link which gives timelines that can be used for classroom information. The site also gives detailed information about the search team and current conservation efforts. http://en.wikipedia.org/wiki/Ivory-billed_Woodpecker - online encyclopedia which gives physical description, habitat information, and conservation efforts. http://www.archives.gov/global-pages/larger-image.html?i=/historical-docs/doc-content/images/bill-of-rights-l.jpg&c=/historical-docs/doc-content/images/bill-of-rights.caption.html Actual photograph of the Bill of Rights from the National Archives. http://usinfo.state.gov/usa/infousa/facts/funddocs/billeng.htm Text of the Bill of Rights Luneau, T. (2005). Big woods bird: An Ivory-bill story. Little Rock, Arkansas: Kury Lane Inc.

This book uses poetic verse to describe the Big Woods. It is colorful and imaginative and will inspire students to think of the habitat of the state of Arkansas.

To find information on how to purchase this book, see the Butler Center Website at: http://www.butlercenter.org/publication/books.html.

The Taylor Foundation (Little Rock, Arkansas) makes Butler Center lesson plans possible. Contact the Butler Center for Arkansas Studies, Central Arkansas Library System, 100 Rock St., Little

Rock, AR, 72201. 501-918-3056 www.butlercenter.org and www.cals.lib.ar.us

The Responsibility of Preservation

You have been asked to write about this topic: While walking in your favorite hunting or fishing spot, you see an Ivory-billed Woodpecker. Would you report the sighting? Why or why not?

Before you begin to write, think about what reporting the woodpecker would mean for you and for your community. Do you believe it is your responsibility as a citizen to report the sighting? In what ways would this discovery benefit or harm your community? Now, write about why you would or would not report spotting an Ivory-billed Woodpecker. Be sure to give reasons why you would or would not report the sighting. Be sure to give enough detail so readers will understand what the sighting would mean for you and for your community.

WRITER’S CHECKLIST

1. Look at the ideas in your response: _ Have you focused on one main idea? _ Have you used enough detail to explain yourself? _ Have you put your thoughts in order? _ Can others understand what you are saying?

2. Think about what you want others to know and feel after reading your paper.

_ Will others understand how you think or feel about an idea _ Will others feel angry, sad, happy, surprised, or some other way about your response? (Hint:

Make your reader feel like you do about your paper’s subject.) _ Do you have sentences of different lengths? (Hint: Be sure you have variety of sentence

lengths.) _ Are your sentences alike? (Hint: Use different kinds of sentences.)

3. Look at the words you have used. Have you described things, places, and people the way they are? (Hint: Use enough detail.) Are you the same person all the way through your paper? (Hint: Check your verbs and pronouns.) Have you used the right words in the right places? 4. Look at your handwriting.

_ Can others read your handwriting with no trouble?

Domain Scoring Rubric

Content (C) The Content domain includes the focusing, structuring, and elaborating that a writer does to construct an effective message for a reader. It is the creation of a product, the building of a composition intended to be read. The writer crafts his/her message for the reader by focusing on a central idea, providing elaboration of the central idea, and delivering the central idea and its elaboration in an organized text. Features are:

Central Idea Elaboration Unity Organization

Style (S) The Style domain comprises those features that show the writer purposefully shaping and controlling language to affect readers. This domain focuses on the vividness specificity, and rhythm of the piece and the writer’s attitude and presence. Features are:

Selected vocabulary Selected information Sentence variety Tone Voice

Sentence Formation (F) The Sentence Formation domain reflects the writer’s ability to form competent, appropriately mature sentences to express his/her thoughts. Features are:

Completeness Absence of fused sentences Expansion through standard coordination and modifiers Embedding through standard subordination and modifiers Standard word order

Usage (U) The Usage domain comprises the writer’s use of word-level features that cause written language to be acceptable and effective for standard discourse. Features are:

Standard inflections Agreement Word meaning Conventions

Mechanics (M) The Mechanics domain includes the system of symbols and cueing devices a writer uses to help readers make meaning. Features are:

Capitalization Punctuation Formatting Spelling

Scoring Scale Each domain is scored independently using the following scale. 4 = The writer demonstrates consistent, though not necessarily perfect, control* of almost all the domain’s features. 3 = The writer demonstrates reasonable, but not consistent, control* of most of the domain’s features, indicating some weakness in the domain. 2 = The writer demonstrates inconsistent control* of several of the domain’s features, indicating significant weakness in the domain. 1 = The writer demonstrates little or no control* of most of the domain’s features. * Control: The ability to use a given feature of written language effectively at the appropriate grade level. A response receives a higher score to the extent that it demonstrates control of the features in each domain.

Name : __________________________ Date: ____________________

The Responsibility of Preservation

What is the prompt asking?

Idea 1 & Details Idea 2 & Details

Idea 3 & Details

Conclusion (Hint: Did you answer the question and support your answers?)

Don’t forget to use your writer’s checklist!

THE BILL OF RIGHTS Amendments 1-10 of the Constitution

The Conventions of a number of the States having, at the time of adopting the Constitution, expressed a desire, in order to prevent misconstruction or abuse of its powers, that further declaratory and restrictive clauses should be added, and as extending the ground of public confidence in the Government will best insure the beneficent ends of its institution; Resolved, by the Senate and House of Representatives of the United States of America, in Congress assembled, two-thirds of both Houses concurring, that the following articles be proposed to the Legislatures of the several States, as amendments to the Constitution of the United States; all or any of which articles, when ratified by three-fourths of the said Legislatures, to be valid to all intents and purposes as part of the said Constitution, namely: Amendment I Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. Amendment II A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed. Amendment III No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law. Amendment IV The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. Amendment V No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation. Amendment VI In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense.

Amendment VII In suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any court of the United States, than according to the rules of the common law. Amendment VIII Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. Amendment IX The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people. Amendment X The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.