WikiCurriculum



|1.Title / Content Area: |Lookouts, Fire Suppression, and the Politics Surrounding the 1910 fires | |

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|2. Developed by: |Kristjana Eyjólfsson | |

|3. Grade Level: |6-12 (best suited for 8-12, but could be adapted) | |

|4. Essential Question: |How did the US Forest Service, the public, and politicians view American forests and forest fires in the decade before and | |

| |after the 1910 fires? | |

|5. Contextual Paragraph |Using fire lookouts, or their photographs, newspaper articles, and political cartoons, students will establish what were the| |

| |popular opinions regarding forest conservation, especially related to fire. The prevailing thought at the inception of the | |

| |USFS and for several decades, was that all fire was bad. Through the use of cooperative fire patrols, patrolling rangers, | |

| |and manned fire lookouts, the USFS worked to prevent or control wildfires. Many in the USFS and in the timber industry | |

| |refused to believe that fire had an ecologically important use. | |

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Annotated Resource Set (ARS)

Phase I

|6. Resource Set |

|Forest Service: the lookout | October 1989 SOUTH FRONT, AFTER | Detail of tower foundation with |Pike National Forest, El Paso |Cabinet National Forest, Montana. |Cold Mountain Fire Lookout Station,|

| |REHABILITATION - Suntop Lookout, |lightning transfer wire, southeast |County, Colorado. Devils Head fire |Overlooking Clarks Fork Valley into|Cabin, Krassel District, Frank |

| |Forest Road 510, Mt. |corner - Cold Mountain Fire Lookout|lookout station |Bitterroot Range from Mt. Silcox |Church River of No Return |

| |Baker-Snoqualmie National ... |Station, Lookout Tower, Krassel | |Lookout |Wilderness, Dixie, Idaho County, ID|

| | |District, Frank Church River of No | | |Payette National Forest |

| | |Return Wilderness, Dixie, Idaho | | | |

| | |County, ID | | | |

|Example of a fire lookout |Example of a fire lookout |Important safety aspect of fire |Another type of life lookout |Watching for fires |Fire lookout or guard station |

| | |lookout | | | |

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|[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |

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|965/ |0287.photos/?sp=6 |0271.photos/?sp=2 | | | |

|PINCHOT, GIFFORD. CHIEF, FOREST |Pinchot, Gifford |Wallace, Idaho after fires |Fire Patrol of Our Forestry Service|Who’ll Stand by Him? |Forestry Lessons Taught by the |

|SERVICE | | | | |Great Burn |

|1914, a key figure in forest |1910 |1915, aftermath of wild fire |1910, a fire patrol |Media representation of the |Newspaper article reflecting on the|

|conservation | | | |struggle conservation, fire |1910 fires, shortly after |

| | | | |repression, and timber sales | |

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|[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |

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|166/ |212/ | | |/ |ccn/sn83025316/1910-11-20/ed-1/seq-|

| | | | | |15/ |

Notes/Comments:

|The Daily Missoulian. (Missoula, |Blackfoot Fire Association Truck |Surrounded by Fire |A Practical Forester |The Daily Missoulian. (Missoula, |The Daily Missoulian. (Missoula, |

|Mont.), 21 Jan. 1909. Forest | | | |Mont.), 15 Oct. 1911. |Mont.), 21 Aug. 1910. Chronicling |

|Management Explained | | | |Scientific Lumbering in the |America: Historic American |

| | | | |National Forests is Solving One |Newspapers. Lib. of Congress.  |

| | | | |Great Conservation Problem | |

|Timber management in National |Blackfoot fire association truck |Newspaper article about a train car|Political cartoon showing TR as a |Article about how foresters worked |Article describing the 1910 fires |

|Forests |with crew in the back |full surrounded by a forest fire |defender of the forests, and it’s |to prevent forest fires by logging |as they took place |

| | | |uses. | | |

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|[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |

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|ccn/sn83025316/1909-01-21/ed-1/seq-|collection/p16013coll27/id/6243/rec|ccn/sn86075021/1891-05-13/ed-1/seq-|ews-photo/political-cartoon-of-theo|ccn/sn83025316/1911-10-15/ed-1/seq-|ccn/sn83025316/1910-08-21/ed-1/seq-|

|7/ |/2 |1/ |dore-roosevelt-dressed-as-a-forest-|13/ |1/ |

| | | |news-photo/517402506 | | |

Notes/Comments:

Phase II

|Foundations Annotations |

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|7. Curriculum Connections |

|Also could be used in an environmental science, or political science class. |

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|8. Curriculum Standards |

|Montana Standards |

|Content Standard 2—Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility. |

|2.7. Explain the need for laws and policies governing technology and explore solutions to problems that arise from technological advancements. |

|Content Standard 3—Students apply geographic knowledge and skills .... |

|3.3. Analyze diverse land use and explain the historical and contemporary effects of this use on the environment, with an emphasis on Montana. |

|3.6. Describe and distinguish between the environmental effects on the earth of shortterm physical changes ... and long-term physical changes .... |

|3.7. Describe major changes in a local area that have been caused by human beings ... and analyze the probable effects on the community and environment. |

|Content Standard 4—Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships. |

|4.1. Interpret the past using a variety of sources ... and evaluate the credibility of sources used. |

|Content Standard 5—Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption. |

|5.2. Apply economic concepts to explain historical events, current situations, and social issues in local, Montana, tribal, national, or global concerns. |

|5.4. Analyze how various personal and cultural points of view influence economic decisions .... |

|Common Core |

|Integration of knowledge and ideas, integrate visual info with other information in print and digital tex. |

|CCSS.ela-literacy.rh.6-8.7 and rh.6-8.8, rh.6-8.9 |

|Next Generation Science Standards |

|MS-ESS3-5 – weather and climate |

|MS ESS3-2,3,4 – human impacts |

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|9. Content & Thinking Objectives |

|Analyze primary sources to get the gist of a historical issue and varying opinions. |

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|10. Inquiry Activities & Strategies |

|Have the students work in groups of 2-4. Ask them to categorize and sort the resources in a way that makes sense to them. Some may choose to separate the images from the text, others may work chronologically. After|

|a group discussion of why they made those decisions, pass out the LOC Analyzing primary sources worksheet (or work with the digital form online ) to first |

|observe the images of fire lookouts. Questions to ask: what are these? Why did the USFS build them? What would a fire lookout’s job be like? Then move on to what was the atmosphere politically and culturally at the |

|time that the first fire lookouts were built. Give each group one primary source (newspaper article or political cartoon). Again use a primary resource analysis tool to go through the resource. Have each group |

|present, paying attention to the year of the resource, where it was printed, and who wrote it. |

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|or: |

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|11. Assessment Strategies |

|Evaluate during discussion session. Level 1 – students participate in discussion. Level 2 – Students make connections to political movements (the efficiency movement, progressivism). Level 3 – all of the previous, |

|plus are able to connect to current discussions on the environment and related political motives. |

|Other Resources |

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|12. Web Resources |

|When the Mountains Roared - |

|America's Forests: A History Of Resiliency And Recovery - |

|America’s National Forest (The Montana Experience) - |

|Historian Lincoln Bramwell on History of the Forest Service - |

|Tales of the 1910 Fire Exhibit - |

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|13. Secondary Sources |

|Montana: Stories of the Land, Chapter 12 - Logging in the "High Lonesome," 1862 - 1949 |

| or as print resource if textbook is available. |

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|14. Print and Other Media Resources |

|The Greatest Good: A Forest Service Centenniel Film, and accompanying website: |

|The Big Burn |

|Year of the Fires by Stephen J. Pyne, |

|Forty Years a Forester by Elers Koch |

ARS Component Guide

Phase I Components

1. Title / Content Area: Provide the title of the ARS. If the title doesn’t explicitly denote the sets theme, please also provide a content area (e.g. Environment, Government, Immigration, War/Military, Women’s History, etc.).

2. Developed by: Provide your name and any other contributors to the ARS.

3. Grade Level: Provide the grade level(s) for which the set is to be taught.

4. Essential Question: Provide an essential question that encompasses the set theme and that could be used as a launching point for use in the classroom.

5. Contextual Paragraph for Resource Set: Provide a short paragraph explaining the resource set and describing the context in which the set is to be used

6. Resource Set: Provide titles, context, thumbnails and addresses for specific resources. It isn’t necessary to provide a thumbnail for all resources (e.g. audio and video files). Important: Be sure to use a permanent URL and check your hyperlinks for all resources.

Phase II Components

7. Curriculum Standards: Provide local, state or national standards that could be addressed through the use of the ARS and subsequent activities

8. Curriculum Connections: Provide other curriculum areas to which this set of resources could be applied

9. Content & Thinking Objectives: Provide objectives to be met through the use of the ARS and subsequent activities

10. Inquiry Activities & Strategies: Provide specific strategies and learning activities which the ARS will be used to support

11. Assessment Strategies: Provide assessment methods which will be used to demonstrate student learning after the use of the ARS and subsequent activities

Other Resources

12. Secondary Sources: Provide any secondary sources that could be used to supplement the ARS

13. Web Resources: Provide links to any additional web resources that could be used to supplement the ARS

14. Print and Other Media Resources: Provide other resources that could be used to supplement the ARS

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