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Students will read to synthesize and analyze primary documents and nonfiction (expository) sources; students will research and support an argument for or against the use of fire as a land management tool; students will have a deeper understanding of the local tribes’ use of fire in order to formulate an argument.
American Indian traditional land and natural resource stewardship have their roots based on thousands of years of land tenure. Fire management was an on-going practice for the Hupa, Karuk, and Yurok tribes; fire perpetuated a balanced ecological process that supported food sources, reduced harmful insects, and lessened the amount of fuel that caused more intense fire situations. The use of fire as a land management tool was used by local tribes since time immemorial. It was used in conjunction with ceremonies, various religious aspects, and for the overall health and well-being of both the people and their natural environment. Fire suppression came with the onslaught of non-natives.
ELA Common Core Content Standards
Reading Standards for Literature 1, 7
Reading Standards for Informational Text 1, 7, 8
Writing Standards 1, 4,7,8,9
Speaking and Listening Standards 1, 2, 4
Language Standards 6
Reading Standards for Literacy in Science 1,2,7,9
Hand out writing prompt and rubric. Discuss expectations. Begin research in a computer lab, classroom, and school/local library.
Time for research at school and/or daily speakers. Actual writing will take place as homework; fishbowls and peer revision will be during class time; second drafts turned in for editing/proofreading by teacher; final drafts to be published in class and possibly in local newspapers.
Day 5: Typed Works Cited page due for editing/checking in
Day 7: First drafts due for peer revision
Day 9: Second drafts for teacher editing/proofreading
Day 12: Final draft due