PERSPECTIVES ON BEARS EARS:

Balancing Land Use, Culture, and Conservation

In this unit, students will explore the complex and multifaceted issue of land use in Bears Ears National Monument, located in southeastern Utah. Through the lens of various perspectives—Native American tribes, ranchers, miners, and conservationists—students will investigate how human activities intersect with environmental preservation, cultural heritage, and economic development.

By integrating science, math, social studies, and English Language Arts, students will engage in activities such as mapping, data analysis, debates, research, and argumentative writing. They will examine the impact of land management decisions on biodiversity, ecosystems, and local communities while honing their skills in critical thinking, collaboration, and communication. This unit will empower students to understand the challenges of balancing multiple perspectives on land use and give them the tools to express informed, evidence-based opinions.

Grade Level

6th Grade

Subject Areas

Science, Math, Social Studies, English Language Arts (ELA)

Unit Duration

2 Weeks

Aligned Standards and Objectives

  • 1. Ecosystems and the Environment (Strand 6.4: Stability and Change in Ecosystems):

    • Standard 6.4.4: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

      • Connection: Discuss how different land uses (e.g., mining, ranching, and conservation for Native American heritage) impact biodiversity and the environment.

    2. Earth Systems and Resources (Strand 6.1: Structure and Function of Earth Systems):

    • Standard 6.1.3: Develop a model to describe the cycling of Earth's materials and the flow of energy.

      • Connection: Use mining as an example to explore how resource extraction affects natural systems, including rock cycles and soil.

    3. Human Impact on Earth Systems (Strand 6.3: Stability and Change on Earth):

    • Standard 6.3.3: Apply scientific principles to design methods for monitoring and minimizing human impact on the environment.

    Connection: Compare approaches to land use in Bear’s Ears and brainstorm solutions that balance mining, ranching, and conservation.

  • 1. Ratios and Proportional Relationships (Standard 6.RP):

    • Standard 6.RP.3: Solve real-world problems involving rates, percentages, and proportions.

      • Connection: Analyze data such as the percentage of land used for mining, ranching, and protected areas.

    2. Statistics and Probability (Standard 6.SP):

    • Standard 6.SP.2: Understand that data sets can describe a context.

      • Standard 6.SP.5: Summarize numerical data sets in relation to their context.

      • Connection: Use data about land usage, economic benefits, and population impacts to create graphs and summaries.

    3. Geometry (Standard 6.G):

    • Standard 6.G.1: Solve problems involving area, surface area, and volume.

    Connection: Calculate the area of land impacted by mining or ranching and the volume of resources extracted.

  • 1. World Geography and Culture (Standard 1.1.4):

    • Analyze the impact of human-environment interactions on places and regions.

      • Connection: Examine how mining, ranching, and Native American perspectives shape Bear’s Ears and influence decisions about the land.

    2. Conflict, Compromise, and Cooperation (Standard 2.2.2):

    • Identify examples of cooperation and conflict within and among groups.

      • Connection: Explore conflicts between mining companies, ranchers, and Native American groups and highlight efforts for compromise.

    3. Understanding Local and Global Resources (Standard 2.2.3):

    • Explain how economic activities and resources connect and conflict with environmental sustainability.

      • Connection: Discuss how mining and ranching balance or conflict with preserving the environment and cultural heritage.

    4. Civic Engagement (Standard 3.2.1):

    • Describe how citizens can participate in civic responsibilities.

    Connection: Discuss how individuals and groups have advocated for the protection or development of Bear’s Ears.

  • 1. Reading Informational Text (RI):

    • Standard RI.6.1: Cite textual evidence to support analysis of what the text says explicitly and inferences drawn from it.

      • Connection: Analyze articles or texts about Bear’s Ears, citing evidence to support perspectives on mining, ranching, and cultural preservation.

    • Standard RI.6.7: Integrate information presented in different media or formats to understand a topic.

      • Connection: Compare maps, graphs, and written articles about Bear’s Ears to understand the complexity of the issue.

    2. Writing (W):

    • Standard W.6.1: Write arguments to support claims with clear reasons and relevant evidence.

      • Connection: Write an opinion essay on how Bear’s Ears should be managed, incorporating data and diverse perspectives.

    • Standard W.6.7: Conduct short research projects to answer a question.

      • Connection: Research the history and current debates about Bear’s Ears, presenting findings in a written or multimedia format.

    3. Speaking and Listening (SL):

    • Standard SL.6.1: Engage effectively in collaborative discussions on grade 6 topics.

      • Connection: Participate in a group discussion or debate representing different perspectives on the monument.

    • Standard SL.6.4: Present claims and findings with logical reasoning and evidence.

      • Connection: Deliver a presentation summarizing the impacts of mining, ranching, and conservation on Bear’s Ears.

    4. Language (L):

    • Standard L.6.4: Determine or clarify the meaning of unknown words.

    Connection: Explore vocabulary related to the issue, such as “monument designation,” “biodiversity,” and “sustainability.”

Students will be able to:

  • Analyze the geographic and environmental features of Bears Ears using maps and data.

  • Evaluate different perspectives on land use (mining, ranching, cultural preservation).

  • Use data analysis to assess the impacts of land use on biodiversity and the environment.

  • Develop and present arguments using evidence to support a position on land management.

  • Create a multimedia presentation to explain the complexities of managing Bears Ears.

  • Write persuasive essays based on research and debate participation.

Lesson Plans

Access all of the unit maps and lesson plans that you will need to implement this unit below! This includes lesson plans for teaching different perspectives, holding a debate, and putting on a school rally.

Access Lesson Plans

Learning Resources

Access all of the learning resources and materials that you will need to implement this unit below! This includes articles, maps, videos, and other resources that can be used for classroom activities.

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Helpful Tips For Implementing This Unit

  • Begin by clearly defining the key skills and concepts students should master by the end of the unit. Focus on critical thinking, data analysis, and effective communication, and make sure to align the activities with the grade-level standards in Science, Math, Social Studies, and ELA.

    • Tip: Consider breaking down larger goals into smaller, manageable chunks to help students track progress throughout the unit.

  • Since this unit explores multiple viewpoints on land use, encourage students to explore and appreciate different perspectives with sensitivity and respect. Provide diverse resources, including Native American viewpoints, scientific data, and perspectives from industry stakeholders.

    • Tip: Incorporate guest speakers, videos, or virtual field trips to help students engage with different perspectives in a meaningful way.

  • Engage students with a range of activities, such as hands-on mapping, group debates, data analysis, and multimedia presentations to accommodate different learning approaches and keep students engaged.

    • Tip: Include opportunities for both individual and collaborative learning to cater to different students’ strengths.

  • Since research is a key component of the unit, support students in developing strong research skills. Provide clear guidelines for finding reliable sources, summarizing information, and organizing their findings.

    • Tip: Create graphic organizers or research checklists to help students organize their notes and sources effectively.

  • Encourage students to think critically about the various issues surrounding Bear’s Ears, including the economic, environmental, and cultural impacts of land use. Pose open-ended questions and encourage discussion around these issues.

    • Tip: Use structured activities like fishbowl discussions or think-pair-share to allow students to reflect on and discuss their ideas before presenting them to the class.

  • Utilize formative assessments throughout the unit to gauge student understanding and adjust lessons as needed. This could include quick polls, short written reflections, or peer feedback during debates.

    • Tip: Consider using rubrics to help students understand the expectations for their work, particularly for written assignments and presentations.

  • Leverage technology for research, data analysis, and presentation creation. Tools like Google Earth, spreadsheets for data analysis, or presentation software (e.g., Google Slides, PowerPoint) can enhance students' learning experiences.

    • Tip: If access to technology is limited, encourage students to work in pairs or small groups to share devices and collaborate on tasks.

  • Many activities, especially debates and presentations, will require students to work collaboratively. Encourage students to divide responsibilities and work together to research, plan, and present their findings.

    • Tip: Assign roles within groups (e.g., researcher, writer, presenter, map maker) to ensure that each student contributes to the group's success.

  • After completing activities like debates, writing assignments, or presentations, give students time to reflect on what they learned and how their thinking evolved. This can be done through individual written reflections or group discussions.

    • Tip: Encourage students to reflect not only on the content but also on the process of learning—what strategies worked well for them, and what they might improve next time.

  • As you progress through the unit, be flexible and adjust lessons based on how students are responding. If a concept or activity is challenging, consider revisiting it with more scaffolded support. Alternatively, if students are mastering the material quickly, challenge them with deeper questions or additional research.

    • Tip: Use exit tickets or quick formative assessments to assess whether students need additional support before moving on to the next activity.

Acknowledgements

This unit was created by Jennifer Jenkins and Stuart Baggaley of Edith Bowen Laboratory School in partnership with Dr. Breanne Litts, Dr. Melissa Tehee, Dr. Lili Yan, and Kenden Quayle of Utah State University. We also express our gratitude to the numerous graduate, undergraduate, and K-12 students who contributed to designing and implementing this learning experience. Thank you to the Spencer Foundation for funding this work.