Procedures

• SET UP:

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handouts and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resources for students to use with this lesson.

  VOCABULARY CHART: "Silent Spring Revolution" - Conservation Efforts in the U.S. (Google Doc)

  GRAPHIC ORGANIZER: "Silent Spring Revolution" - Conservation Efforts in the U.S. (Google Doc)

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARM-UP:

  Have students complete the vocabulary chart to familiarize themselves with the terms they will encounter in the videos in this lesson. This can be done for homework prior to beginning this lesson. Clear up any misconceptions prior to starting the lesson.

  Next, give students a few minutes to search for a national park or protected land in the U.S. They should take notes on the destination they chose. Have students turn and talk to a partner to share what they discovered.

  Students may also want to share personal stories of parks they have visited to generate connections and create a foundation for this lesson.

  • What is the name of the site?
  • Where is it located in the U.S.?
  • Describe the environment.
  • List any activities that are available at the location.
  • Note any wildlife that inhabit the area.

• INTRODUCTION:

  View the following introductory video clip as a class and use the accompanying questions to guide discussion. Students can also view the video independently and respond to the questions that are in the handout.

  Video Clip 1: Conservation Movements in U.S. History (2:11)

  Historian Douglas Brinkley talked briefly about conservation movements in U.S. history.

  • Describe some of the efforts that were made in the first two conservation movements by Theodore Roosevelt and Franklin D. Roosevelt as Douglas Brinkley described.

  • According to Douglas Brinkley, how did the third wave of conservation efforts differ from the first two movements?

• EXPLORATION:

  Have students view the following collection of video clips. They can watch each video independently, view a video with a partner, or you can jigsaw them by assigning videos to students. Students should respond to the questions on the handout. After viewing the videos, use the accompanying questions to engage in class discussion.

  Video Clip 2: The Environment Post World War 2 (9:50)

  Historian Douglas Brinkley talked about post World War 2 America and the environmental impacts of industrialization and suburbanization.

  • How does Douglas Brinkley describe the condition of the environment in the U.S. in the post-World War 2 era?

  • Why did perceptions regarding our impact on the environment change at that time?

  • Explain the impact automobiles and the development of roadways had on the environment.

  • What was the response of the government and grassroots organizations?

• Video Clip 3: William O. Douglas and Conservation (6:48)

  Historian Douglas Brinkley talked about the William O. Douglas and his efforts related to conservation.

  • Who was William O. Douglas?

  • Describe his approach to drawing awareness to the issues for which he was advocating as Douglas Brinkley described and its effectiveness.

• Video Clip 4: JFK's Conservation Efforts (4:45)

  Historian Douglas Brinkley discussed President Kennedy's conservation efforts in the U.S. while he was in office.

  • Describe President Kennedy's impact on National Seashore projects.

  • Why did he assemble a presidential science commission? What did they determine?

  • What action ensued?

• Video Clip 5: LBJ's Conservation Efforts (5:01)

  Historian Douglas Brinkley talked about President Johnson's role in conservation efforts in the U.S.

  • Who was Lady Bird Johnson?

  • Explain the significance of the Wilderness Act that President Johnson signed in 1964.

  • What was the "wild and scenic rivers" movement?

• Video Clip 6: Richard Nixon's Conservation Efforts (7:16)

  Historian Douglas Brinkley talked about President Nixon's conservation efforts in the U.S.

  • Explain the role of politics, constituents, and the environment in the 1960s.

  • Who was John Ehrlichman?

  • Describe the relationship between President Nixon and John Ehrlichman.

  • Explain the impacts of the 1969 Santa Barbara oil spill and the Cuyahoga River fire in Ohio on U.S. policy.

  • Describe President Nixon's views on the environment that he expressed in his 1970 State of the Union address.

• CONCLUSION:

  View the following video clip as a class and use the accompanying questions to guide discussion.

  Video Clip 7: Message of "Silent Spring Revolution" (3:49)

  Historian Douglas Brinkley, author of "Silent Spring Revolution," talked about the message of the book and the impact of conservation in U.S. history.

  • What was Rachel Carson's concern regarding the environment?

  • How does Douglas Brinkley describe the message in "Silent Spring Revolution?"

• REFLECTION:

  Have students use the information from their notes and class discussion and respond to the following prompt:

  Why is it important for us to protect environmental areas? In your opinion, is this a national or global issue? Explain your reasoning.

• ACTIVITY:

  Have students research a national park they would like to explore. They can access information about some of the locations mentioned in this lesson through the shared links in the RELATED ARTICLES section below, or they can find a place they would prefer on their own. They should design a creative piece that reflects their location such as a poster or use a social media template just for class that highlights some of the features of the area and include a description of why they would like to visit.

• EXTENSION ACTIVITIES:

  Ask students to research environmental issues, events or disasters that have occurred in the U.S. They should:

  • Identify the issue.
  • Analyze the cause and effects of the problem.
  • Evaluate the information and offer a solution.

• Research a piece of legislation or executive order and write a summary of the key points. You may find this site helpful as you conduct your research:

  EPA Laws and Executive Orders