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Citizen Voice in Land Use Decisions
progresses from examining the scale of public lands, to analyzing the BLM timeline, and then assessing possible public engagement strategies.
Curriculum ConnectionsThis unit supports Standard D4.8.6-8 of the College, Career, and Civic Life Framework, published by the National Council for the Social Studies: “Apply a range of deliberative and democratic procedures to make decisions and take action in their classrooms and schools, and in out-of-school civic contexts.”
The activities address the following essential understandings:
•Publiclandsbelongtoallofus.
•Managingpubliclandshasbeenacrucialfederal government responsibility for more than 200 years.
•FLPMAistheprimaryfederallawthatauthorizesthe BLM’s activities and provides for public involvement in land management decisions.
About the Bureau of Land ManagementThe BLM cares for about 245 million acres of federally owned public lands, mainly in the Western United States and Alaska. These lands, representing about one-tenth of our nation’s land area, belong to all U.S. citizens. In addition, the BLM administers 700 million acres of mineral estate across the entire country.
Dear Teacher,Welcome to this Classroom Investigation Series unit about the Bureau of Land Management’s (BLM’s) mission and how the agency’s founding law focused and shaped that mission. The unit’s three activities introduce students to public lands, the history of the BLM’s precursor agency all the way back to 1812, and how citizens can help influencelandusedecisionstoday.
Although designed for middle school students, the unit can be adapted for high school and upper elementary levels. The activities encourage students to examine the principles of “multiple use and sustained yield,” research segments of the BLM’s historical timeline, and identify ways citizens can participate in the land use planning process. Students engage diverse cognitive skills such as interpreting graphics and assessing various civic action strategies.
The unit supports innovative strategies in education, such as:
Social and emotional learning: Students participate in small groups in which they work together, listen and speak to one another, and collaborate.
Interdisciplinary instruction: While the unit provides facts about the BLM’s history and foundational law, it also addresses key concepts in civics. Students explore how the FederalLandPolicyandManagementActof1976(FLPMA)invitesthepublictoparticipatein shaping land use decisions. For each avenue of involvement, students assess how likely they would be to take the action and how much of an effect they think the action might have.
Thefirsttwoactivitiestakeone45-minuteclassperiod each, and the third activity takes two 45-minute class periods, for a total of four periods. The activities work best as a collective unit that
i
Classroom Investigation, M
Y PUBLIC LA
ND
S: CITIZEN V
OICE IN
LAN
D U
SE DECISIO
NS
Publiclandsareusedformanypurposes.Theysupport local economies, providing the U.S. with coal, oil and gas, forest products, livestock forage, and other commodities. As a haven for plants and wildlife, the lands play a critical role in habitat and resource conservation efforts, and they encompass important historical, archaeological, and paleontological sites. Open spaces on public lands offer places for people to play, learn, and explore. Some BLM lands are designated as part of the National Conservation Lands, a network of lands afforded special status and managed almost exclusivelytoconservetheirscientific,cultural,educational, ecological, and other values.
The BLM is responsible for managing public lands under the principles of multiple use and sustained yield in a manner that best meets the current and future needs of the public. With so many resources and uses, the BLM’s job is challenging. Thankfully, countless partners, volunteers, and communities provide invaluable support, helping the agency carry out its stewardship mission. To learn more about your public lands and how you can get involved, visit http://www.blm.gov.
The Importance of Balanced Land ManagementEvenbeforeFLPMA’spassage,manyBLMofficialsadheredtotheprinciplesofmultipleuseand sustained yield. Multiple use means BLM-managed lands are used for a variety of purposes, such as recreation, oil and gas exploration, wind energy, wilderness areas, livestock grazing, scenic views, coal mines, archaeological resources, and forest products. Sustained yield means that, unless otherwise directed by law, the BLM supports resource use on public lands in a manner that ensures the resource will be available to
future generations. The law directs the BLM to help meet today’s needs for resources in balance with conserving resources for future generations.
BeforeFLPMA,themandatetobalancemultipleuse and sustained yield was unclear, and more than 3,000 different pieces of legislation guided the agency. Carrying out parts of numerous major laws on topics such as grazing, wilderness, and mining challenged the agency. With the passage ofFLPMA,theBLMhadanexplicitmandateandauthorizationforitsmaintasks.Thelawclarifiedthe BLM’s responsibilities for:
•Withdrawinglandfromthefederalestate(saleof public lands to individuals, corporations, or state and local governments).
•Involvingthepublicinlandusedecisions.
•Collaboratingwithlocalofficialstoenforce the law.
•Exchanginglandwithstateandlocalgovernments.
•AcquiringnewlandsusingtheLandandWaterConservation Fund.
•Managinggrazingareasandfees.
•Protectingwildernessandwildernessstudyareas.
•Managingwildhorsesandburros.
•Managingminerals.
Through Congress, the American people assigned the BLM and its precursor agencies a number of jobs and mandates over the years. The General LandOffice,createdin1812,disposedofmorethanabillionacresofpubliclands.FLPMAformalized the decision to end the policy of disposing of public lands (except through the Homestead Act extension in Alaska, which was in effect until 1986). Through the Taylor Grazing Act of 1934, Congress asked the U.S. Grazing Service
ii
Clas
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LA
ND
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ITIZ
EN V
OIC
E IN
LA
ND
USE
DEC
ISIO
NS
to apply science and conservation practices to the management of grazing on public lands. Previously,overgrazing—alongwithpoordrylandfarmingpractices,drought,andhighwinds—haddamaged grasslands and contributed to the Dust Bowl. In a 1946 reorganization of the government, theGeneralLandOfficeandGrazingServiceresponsibilities were combined and assigned to a new Interior Department agency called the BLM.
By 1964, Congress recognized the challenge the BLM faced in executing parts of thousands of laws, and lawmakers created a commission to make recommendations on rationalizing land management. That effort resulted 12 years later inFLPMA,withitsfocusonbalancingmultipleuse with sustained yield and encouraging citizen engagement in managing their public lands.
Table of ContentsActivity 1: Two Centuries of Public Land
Management . . . . . . . . . . . . . . . . . . . .1
Activity 2: Public Land, Public Voice . . . . . . . . .11
Activity 3: The Question in Brookdale . . . . . . . .15
1
Classroom Investigation, M
Y PUBLIC LA
ND
S: CITIZEN V
OICE IN
LAN
D U
SE DECISIO
NS
Activity 1: Two Centuries of Public Land Management
For the TeacherThis activity addresses the following essential understandings:
• Publiclandsbelongtoallofus.
• Managingpubliclandshasbeenacrucialfederal government responsibility for more than 200 years.
OverviewThisisthefirstofthreeactivitiesthataddresses the history of the BLM andFLPMA.Thisactivityintroducesstudents to:
• ThescaleofpubliclandsandBLM-managedlands.
• Thetimelineofmajorlandmanagementevents since the 1812 founding of the General LandOffice.
• ThearrayoflawsunderwhichtheBLManditsprecursor agencies have operated.
Time Estimate45 minutes
Learning ObjectivesStudentswillbeableto(1)definethemaintypes of federally managed public lands and (2) describe key events in the history of the BLM and its precursor agencies.
Teacher Preparation1. Distribute or arrange to display
the“OurPublicLandsMap.”
2. Printfivecopiesof,orprovidecomputeraccessto,the“OurPublicLandHeritage:From the GLO to the BLM” timeline, available here: https://www.blm.gov/sites/blm.gov/files/About_historytimeline.pdf. Or print the simplified 2-page version provided on pages 4 and 5.
3. Make enough copies of the “Timeline Handout”foreachstudent—thereisadistincthandoutforeachofthefivesmallgroups.
4. Provideflipchartpaperandmarkersforthefivegroups.
2
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LA
ND
S: C
ITIZ
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OIC
E IN
LA
ND
USE
DEC
ISIO
NS
Procedure
4. Ask students to develop a news report script and visual aids to explain their section of the BLM history timeline to the rest of the class in a 2-minute “TV broadcast.” To prepare, students will need to examine their section of thetimeline,answersomequestionsaboutthat section, take notes, and assign roles suchasnewsanchor,fieldreporter,writer,illustrator, and director.
5. Invite groups to “air” their 2-minute news segmentsinchronologicalorderuntilallfivesections of the timeline have been explained to the class.
6. Reconfiguretheclassintooneunitandask:What do you think are the major changes in federal land management since the founding of the U.S.? How would you explain multiple use and sustained yield in your own words?
1. Showordistributecopiesofthe“OurPublicLands Map,” and describe the federal land management agencies. Other federal land management agencies include the National ParkService,U.S.ForestService,andU.S.Fish and Wildlife Service. Describe the major categories of lands managed by the different agencies—forexample,nationalparks,national forests, national wildlife refuges, and national monuments. Also, note that the BLM manages more federal land than any other land management agency.
2. Explain the group work task: to develop a 2-minute simulated TV news report on one segment of the history of U.S. land management.
3. Dividetheclassintofivegroupsofroughlyequalsize, and distribute onecopyofthe“OurPublicLand Heritage: From the GLO to the BLM” timeline per group along with enough copies of the Timeline Handout for each student.
Adaptations to Consider
Assessment
Work with students to develop a rubric for the TV newscasts.
Ask students to produce and record actual video footage of their reports, and circulate links to the videos to other classes and parents.
As a substitute for the TV newscast, ask groups to develop and present 2-minute radio advertisements, electronic brochures, or slideshows that explain their portion of the timeline.
Circulate among groups to ensure students are understanding and accurately relating the information from the timeline.
Classroom Investigation, M
Y PUBLIC LA
ND
S: CITIZEN V
OICE IN
LAN
D U
SE DECISIO
NS
Our Public Lands MapThe Bureau of Land Management manages approximately 245 million acres of federal lands. Other land management agencies, such as theU.S.ForestService,NationalParkService,and U.S. Fish and Wildlife Service, manage the remaining 300-plus million acres of federal lands. National parks and wildlife refuges allow very little
activity beyond education and recreation, while national forests and BLM lands accommodate multipleuses—meaningthattheselandsareused for logging, oil and gas drilling, coal mining, mineral extraction, cattle grazing, renewable energy facilities, recreation, wildlife habitat, and more.
Clas
sroom
Inve
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n, M
Y PU
BLIC
LA
ND
S: C
ITIZ
EN V
OIC
E IN
LA
ND
USE
DEC
ISIO
NS
Our
Pub
lic L
and
Her
itage
: Fro
m th
e GLO
to th
e BLM
TI
MEL
INE
The
chal
leng
e of
man
agin
g pu
blic
land
s st
arte
d as
soo
n as
Am
eric
a es
tabl
ishe
d its
inde
pend
ence
and
beg
an a
cqui
ring
addi
tiona
l lan
ds. I
nitia
lly, t
hese
pub
lic la
nds
wer
e us
ed to
en
cour
age
hom
este
adin
g an
d w
estw
ard
mig
ratio
n, a
nd th
e G
ener
al L
and
Offi
ce (G
LO) w
as c
reat
ed to
sup
port
this
nat
iona
l goa
l. O
ver t
ime,
how
ever
, val
ues
and
attit
udes
rega
rdin
g pu
blic
land
s sh
ifted
. Man
y si
gnifi
cant
law
s an
d ev
ents
led
to th
e es
tabl
ishm
ent o
f the
Bur
eau
of L
and
Man
agem
ent (
BLM
) and
laid
the
foun
datio
n fo
r its
mis
sion
to s
usta
in th
e he
alth
, di
vers
ity, a
nd p
rodu
ctiv
ity o
f Am
eric
a’s
publ
ic la
nds
for t
he u
se a
nd e
njoy
men
t of p
rese
nt a
nd fu
ture
gen
erat
ions
. ww
w.b
lm.g
ov/h
isto
ry
1776
Decl
arat
ion
of In
depe
nden
ce is
si
gned
.
1778
Seco
nd C
ontin
enta
l Con
gres
s be
gins
per
suad
ing
stat
es to
ced
e la
nd to
cre
ate
the
publ
ic d
omai
n.
1785
Land
Ord
inan
ce a
llow
s set
tlem
ent
of p
ublic
dom
ain
land
s an
d es
tabl
ishe
s th
e go
vern
men
t’s
rect
angu
lar s
urve
y sy
stem
.
1789
U.S.
Con
stitu
tion
give
s Co
ngre
ss
the
“Pow
er to
dis
pose
of a
nd
mak
e al
l nee
dful
Rul
es a
nd
Regu
latio
ns re
spec
ting
The
Terr
itory
and
oth
er P
rope
rty
belo
ngin
g to
the
Uni
ted
Stat
es.”
180
3O
hio
beco
mes
the
first
sta
te
crea
ted
from
the
publ
ic d
omai
n.
1812
Gen
eral
Lan
d O
ffice
is e
stab
lishe
d w
ithin
the
Trea
sury
Dep
artm
ent
to o
vers
ee d
ispo
sitio
n of
ced
ed
and
acqu
ired
land
s.
1824
Offi
ce o
f Ind
ian
Affa
irs is
es
tabl
ishe
d in
the
Depa
rtm
ent
of W
ar a
nd is
late
r tra
nsfe
rred
to
the
Depa
rtm
ent o
f the
Inte
rior.
1837
On
its 2
5th
anni
vers
ary,
the
Gen
eral
Lan
d O
ffice
has
65
dist
rict l
and
offic
es.
1843
“Gre
at M
igra
tion”
on
the
Ore
gon
Trai
l beg
ins.
1844
Firs
t geo
logi
cal s
urve
ys o
f pu
blic
land
s ar
e in
itiat
ed b
y th
e G
ener
al L
and
Offi
ce in
Mic
higa
n.
1849
Depa
rtm
ent o
f the
Inte
rior i
s es
tabl
ishe
d an
d th
e G
ener
al
Land
Offi
ce is
tran
sfer
red
to th
e ne
w d
epar
tmen
t.
1850
Firs
t rai
lroad
land
gra
nts
are
mad
e in
Illin
ois,
Alab
ama,
and
M
issi
ssip
pi.
1860
Firs
t Pon
y Ex
pres
s rid
er le
aves
St
. Jos
eph,
Mis
sour
i.
1862
Hom
este
ad A
ct e
ntitl
es s
ettle
rs
to 1
60 a
cres
of p
ublic
land
afte
r th
ey re
side
on
and
culti
vate
the
land
for 5
yea
rs.
Tran
scon
tinen
tal R
ailro
ad A
ct
give
s ra
ilroa
d co
mpa
nies
righ
ts-
of-w
ay a
nd a
ltern
ate
sect
ions
of
publ
ic d
omai
n la
nds
alon
g bo
th
side
s of
thei
r rai
lroad
s.
1869
Firs
t tra
nsco
ntin
enta
l rai
lroad
is
com
plet
ed a
t Pro
mon
tory
Su
mm
it, U
tah.
1872
Gen
eral
Min
ing
Law
iden
tifies
m
iner
al la
nds
as a
dis
tinct
cl
ass
of p
ublic
land
s su
bjec
t to
exp
lora
tion,
occ
upat
ion,
an
d pu
rcha
se u
nder
stip
ulat
ed
cond
ition
s.
Esta
blis
hmen
t of Y
ello
wst
one
Nat
iona
l Par
k m
arks
a s
hift
from
di
spos
ition
to c
onse
rvat
ion
and
prot
ectio
n of
fede
ral l
ands
.
1877
Dese
rt L
and
Act a
utho
rizes
the
disp
ositi
on o
f 640
-acr
e tr
acts
of
publ
ic la
nds
to h
omes
tead
ers
upon
pro
of o
f rec
lam
atio
n of
the
land
s by
irrig
atio
n.
1878
Tim
ber a
nd S
tone
Act
aut
horiz
es
the
nego
tiate
d sa
le o
f lan
ds th
at
are
valu
able
for e
ither
logg
ing
or
min
ing
and
othe
rwis
e un
fit fo
r cu
ltiva
tion.
1889
Okl
ahom
a La
nd R
ush
begi
ns
the
disp
osal
of f
eder
al p
ublic
do
mai
n la
nds
in O
klah
oma.
1894
Care
y Ac
t aut
horiz
es tr
ansf
er o
f up
to 1
mill
ion
acre
s of
pub
lic
dese
rt la
nd to
sta
tes
for s
ettli
ng,
irrig
atin
g, a
nd c
ultiv
atin
g pu
rpos
es.
1897
Fore
st M
anag
emen
t “O
rgan
ic”
Act t
rans
fers
fire
pro
tect
ion
resp
onsib
ilitie
s fo
r for
est r
eser
ves
from
the
Depa
rtmen
t of t
he A
rmy
to th
e G
ener
al L
and
Offi
ce.
1898
Cong
ress
ext
ends
hom
este
ad
law
s to
Ala
ska.
190
6An
tiqui
ties A
ct p
rese
rves
and
pr
otec
ts p
rehi
stor
ic, h
isto
ric, a
nd
scie
ntifi
cally
sig
nific
ant s
ites
on
publ
ic la
nds
and
crea
tes
natio
nal
mon
umen
ts.
1911
Wee
ks A
ct p
erm
its th
e fe
dera
l pu
rcha
se o
f priv
ate
land
to
prot
ect t
he h
eadw
ater
s of
rive
rs
and
wat
ersh
eds
and
calls
for
coop
erat
ive
fire
prot
ectio
n ef
forts
.
1916
Stoc
k Ra
isin
g Ho
mes
tead
Act
au
thor
izes
hom
este
ads
of 6
40
acre
s and
sepa
rate
s sur
face
righ
ts
from
sub
surfa
ce (m
iner
al) r
ight
s.
1920
Min
eral
Lea
sing
Act
aut
horiz
es
fede
ral l
easi
ng o
f pub
lic la
nds
for p
rivat
e ex
trac
tion
of o
il, g
as,
coal
, pho
spha
te, s
odiu
m, a
nd
othe
r min
eral
s.
1926
Recr
eatio
n an
d Pu
blic
Pur
pose
s Ac
t allo
ws
conv
eyan
ce o
r lea
se
of p
ublic
land
s to
sta
te a
nd
loca
l gov
ernm
ents
for o
utdo
or
recr
eatio
n pu
rpos
es.
1934
Tayl
or G
razi
ng A
ct a
utho
rizes
gr
azin
g di
stric
ts, g
razi
ng
regu
latio
n, a
nd p
ublic
rang
elan
d im
prov
emen
ts in
wes
tern
st
ates
(exc
ludi
ng A
lask
a) a
nd
esta
blis
hes
the
Divi
sion
of
Gra
zing
(lat
er re
nam
ed th
e
U.S.
Gra
zing
Ser
vice
) with
in th
e De
part
men
t of t
he In
terio
r.
1937
Ore
gon
and
Calif
orni
a (O
&C)
Re
vest
ed L
ands
Sus
tain
ed Y
ield
M
anag
emen
t Act
requ
ires
O&
C Ra
ilroa
d la
nds t
o be
man
aged
for
perm
anen
t for
est p
rodu
ctio
n an
d pr
ovid
es fo
r wat
ersh
ed p
rote
ctio
n,
regu
latio
n of
str
eam
flow
, and
re
crea
tiona
l fac
ilitie
s.
1939
Alas
kan
Fire
Con
trol
Ser
vice
is
crea
ted
with
in th
e G
ener
al L
and
Offi
ce to
pre
vent
and
sup
pres
s fir
es o
n Al
aska
pub
lic la
nds.
1942
Exte
nsiv
e w
ithdr
awal
s of
pub
lic
land
s fo
r mili
tary
and
def
ense
use
be
gin,
with
mor
e th
an 1
3 m
illio
n ac
res
with
draw
n in
2 y
ears
.
1946
Bure
au o
f Lan
d M
anag
emen
t (B
LM) i
s es
tabl
ishe
d w
ithin
th
e De
part
men
t of t
he In
terio
r th
roug
h th
e co
nsol
idat
ion
of th
e G
ener
al L
and
Offi
ce a
nd th
e U.
S.
Gra
zing
Ser
vice
.
1953
Out
er C
ontin
enta
l She
lf La
nds
Act a
utho
rizes
the
Secr
etar
y of
the
Inte
rior t
o le
ase
min
eral
la
nds
mor
e th
an 3
mile
s of
fsho
re; t
he B
LM a
ssum
es
resp
onsi
bilit
y fo
r lea
sing
thro
ugh
com
petit
ive
sale
s.
1954
Recr
eatio
n an
d Pu
blic
Pur
pose
s Ac
t am
ends
the
1926
act
and
al
low
s th
e sa
le a
nd le
ase
of
publ
ic la
nds
for o
ther
pur
pose
s in
add
ition
to re
crea
tion.
The
BLM
reor
gani
zes
and
crea
tes
a st
ate
offic
e sy
stem
.
1955
Mul
tiple
Sur
face
Use
Act
w
ithdr
aws
com
mon
var
ietie
s of
m
iner
als
from
ent
ry a
s m
inin
g cl
aim
s an
d al
low
s cl
aim
ow
ners
to
use
the
surfa
ce fo
r min
ing
oper
atio
n pu
rpos
es o
nly.
1959
Wild
Hor
se P
rote
ctio
n Ac
t pro
hibi
ts
the
roun
dup
of w
ild h
orse
s by
ai
rcra
ft an
d m
otor
veh
icle
s.
170
0s '
180
0s '
190
0s '
Classroom Investigation, M
Y PUBLIC LA
ND
S: CITIZEN V
OICE IN
LAN
D U
SE DECISIO
NS
1960
Publ
ic L
and
Adm
inis
trat
ion
Act
allo
ws
the
use
of d
onat
ions
an
d co
oper
ativ
e ag
reem
ents
to
impr
ove
and
bett
er m
anag
e pu
blic
land
s.
1964
Publ
ic L
and
Law
Rev
iew
Co
mm
issi
on is
est
ablis
hed
to
stud
y pu
blic
land
law
s an
d m
ake
long
-ter
m re
com
men
datio
ns fo
r pu
blic
land
use
.
Wild
erne
ss A
ct p
rote
cts
unde
velo
ped
fede
ral l
and
to
pres
erve
its
natu
ral c
ondi
tion.
The
BLM
ado
pts
a ne
w lo
go.
1965
Land
and
Wat
er C
onse
rvat
ion
Fund
is e
stab
lishe
d fo
r fed
eral
ac
quis
ition
of o
utdo
or re
crea
tion
area
s.
1966
Nat
iona
l Hist
oric
Pre
serv
atio
n Ac
t ex
pand
s pr
otec
tion
of p
rehi
stor
ic
and
hist
oric
pro
pert
ies.
1968
Wild
and
Sce
nic
Rive
rs a
nd
Nat
iona
l Tra
ils S
yste
m A
cts
pres
erve
site
s w
ith o
utst
andi
ng
natu
ral,
cultu
ral,
scen
ic, h
isto
ric,
and
recr
eatio
nal s
igni
fican
ce.
John
ny H
oriz
on p
rogr
am
prom
otes
pub
lic a
war
enes
s of
BL
M-a
dmin
iste
red
land
s.
1969
Nat
iona
l Env
ironm
enta
l Pol
icy
Act r
equi
res
fede
ral a
genc
ies
to a
sses
s th
e im
pact
s of
thei
r ac
tions
on
the
envi
ronm
ent.
1971
Alas
ka N
ativ
e Cl
aim
s Se
ttle
men
t Ac
t pro
vide
s fo
r set
tlem
ent
of a
borig
inal
land
cla
ims
of
Alas
kan
Nat
ives
and
Nat
ive
grou
ps; t
he B
LM is
task
ed w
ith
the
larg
est U
.S. l
and
tran
sfer
ef
fort
eve
r und
erta
ken.
Wild
Fre
e-Ro
amin
g Ho
rses
and
Bu
rros
Act
pro
vide
s fo
r the
pr
otec
tion
and
man
agem
ent o
f th
ese
anim
als
on fe
dera
l lan
ds.
1973
Enda
nger
ed S
peci
es A
ct re
quire
s th
e co
nser
vatio
n of
thre
aten
ed
and
enda
nger
ed p
lant
s an
d an
imal
s an
d th
e ec
osys
tem
s up
on w
hich
they
dep
end.
1975
Ener
gy P
olic
y an
d Co
nser
vatio
n Ac
t add
ress
es e
nerg
y de
man
ds
and
esta
blis
hes
a st
rate
gic
petr
oleu
m re
serv
e.
1976
Fede
ral L
and
Polic
y an
d M
anag
emen
t Act
requ
ires
that
pu
blic
land
s be
man
aged
for
mul
tiple
use
s an
d su
stai
ned
yiel
d th
roug
h la
nd u
se p
lann
ing.
Man
agem
ent o
f the
Nat
iona
l Pe
trol
eum
Res
erve
–Ala
ska
is
tran
sfer
red
to th
e BL
M.
1977
Surfa
ce M
inin
g Co
ntro
l and
Re
clam
atio
n Ac
t ens
ures
en
viro
nmen
tal s
afeg
uard
s fo
r m
inin
g an
d re
clam
atio
n of
m
ined
are
as.
Tran
s Ala
ska
Pipe
line
Syst
em
begi
ns tr
ansp
ortin
g oi
l 800
mile
s fro
m A
lask
a’s
Nor
th S
lope
to th
e Po
rt o
f Val
dez.
1978
Publ
ic R
ange
land
s Im
prov
emen
t Ac
t req
uire
s in
vent
ory,
dete
rmin
atio
n of
tren
ds, a
nd
impr
ovem
ent o
f pub
lic ra
ngel
ands
.
1979
Arch
aeol
ogic
al R
esou
rces
Pr
otec
tion
Act r
equi
res
perm
its
for e
xcav
atio
n or
rem
oval
of
thes
e re
sour
ces
from
fede
ral
land
s an
d pr
ovid
es s
trin
gent
cr
imin
al a
nd c
ivil
pena
lties
for
viol
atio
ns.
1980
Alas
ka N
atio
nal I
nter
est L
ands
Co
nser
vatio
n Ac
t des
igna
tes
and
cons
erve
s pu
blic
land
s in
Al
aska
as
natio
nal p
arks
, wild
life
refu
ges,
wild
and
sce
nic
river
s, w
ilder
ness
, and
fore
sts
and
prov
ides
for s
ubsi
sten
ce u
se b
y ru
ral A
lask
a re
side
nts.
Ener
gy S
ecur
ity A
ct p
rom
otes
th
e de
velo
pmen
t of a
ltern
ativ
e en
ergy
sou
rces
suc
h as
oil
shal
e,
synt
hetic
fuel
, win
d po
wer
, and
ge
othe
rmal
sou
rces
.
The
BLM
com
plet
es it
s fir
st
reso
urce
man
agem
ent p
lan,
co
verin
g th
e Ca
lifor
nia
Dese
rt
Cons
erva
tion
Area
, and
de
sign
ates
its
first
are
as o
f cr
itica
l env
ironm
enta
l con
cern
in
Uta
h an
d Ca
lifor
nia.
1983
Bear
Trap
Can
yon
in so
uthw
este
rn
Mon
tana
is d
esig
nate
d by
Co
ngre
ss a
s BL
M’s
first
w
ilder
ness
are
a (it
late
r bec
ame
part
of L
ee M
etca
lf W
ilder
ness
).
The
BLM
tran
sfer
s re
spon
sibi
lity
for o
ffsho
re le
asin
g to
the
Min
eral
s M
anag
emen
t Ser
vice
.
1987
Fede
ral O
nsho
re O
il an
d G
as
Leas
ing
Refo
rm A
ct e
stab
lishe
s a
new
leas
ing
syst
em a
nd c
hang
es
cert
ain
oper
atio
nal p
roce
dure
s fo
r ons
hore
reso
urce
s on
fede
ral
land
s.
1990
Nor
ther
n sp
otte
d ow
l is
liste
d as
a
thre
aten
ed s
peci
es u
nder
the
Enda
nger
ed S
peci
es A
ct, l
eadi
ng
to a
n en
join
men
t of a
ll tim
ber
sale
s on
fede
ral l
ands
with
in it
s ra
nge.
1992
Ener
gy P
olic
y Ac
t inc
reas
es fo
cus
on a
ltern
ativ
e en
ergy
sou
rces
, en
ergy
effi
cien
cy, a
nd re
duci
ng
the
coun
try’
s re
lianc
e on
fore
ign
fuel
sou
rces
.
1993
Pres
iden
tial s
umm
it le
ads
to th
e de
velo
pmen
t of t
he N
orth
wes
t Fo
rest
Pla
n to
add
ress
hum
an
and
envi
ronm
enta
l nee
ds in
ar
eas
with
in th
e no
rthe
rn
spot
ted
owl r
egio
n.
1994
BLM
Sum
mit,
the
first
eve
r ga
ther
ing
of a
ll BL
M m
anag
ers,
resu
lted
in th
e de
velo
pmen
t of a
ne
w s
trat
egic
vis
ion
for t
he B
LM.
Rang
elan
d Re
form
’94
amen
ds
graz
ing
regu
latio
ns a
nd
esta
blis
hes
Reso
urce
Adv
isor
y Co
unci
ls.
1996
Gra
nd S
tairc
ase-
Esca
lant
e N
atio
nal M
onum
ent i
s de
sign
ated
by
Pres
iden
tial
proc
lam
atio
n as
BLM
’s fir
st
natio
nal m
onum
ent.
200
0N
atio
nal L
ands
cape
Con
serv
atio
n Sy
stem
is e
stab
lishe
d.
Exec
utiv
e O
rder
131
75
man
date
s co
nsul
tatio
n an
d co
llabo
ratio
n w
ith tr
ibal
offi
cial
s in
dev
elop
ing
fede
ral p
olic
y th
at
has
trib
al im
plic
atio
ns.
200
5En
ergy
Pol
icy
Act e
nsur
es e
nerg
y ef
ficie
ncy
and
the
prod
uctio
n of
se
cure
, affo
rdab
le, a
nd re
liabl
e do
mes
tic e
nerg
y.
200
8BL
M-m
anag
ed la
nds
are
offic
ially
des
igna
ted
as th
e N
atio
nal S
yste
m o
f Pub
lic L
ands
.
200
9O
mni
bus
Publ
ic L
and
Man
agem
ent A
ct a
utho
rizes
th
e 26
-mill
ion-
acre
Nat
iona
l La
ndsc
ape
Cons
erva
tion
Syst
em a
nd e
stab
lishe
s pe
rmit
requ
irem
ents
and
pen
altie
s fo
r una
utho
rized
rem
oval
of
pale
onto
logi
cal r
esou
rces
from
fe
dera
l lan
ds.
2012
200t
h an
nive
rsar
y of
the
Gen
eral
La
nd O
ffice
and
the
150t
h an
nive
rsar
y of
the
Hom
este
ad A
ct.
2015
15th
ann
iver
sary
of t
he N
atio
nal
Land
scap
e Co
nser
vatio
n Sy
stem
.
2016
40th
ann
iver
sary
of t
he F
eder
al
Land
Pol
icy a
nd M
anag
emen
t Act
.
U.S
. Lan
d Acq
uisi
tions
1783
Land
s so
uth
of th
e G
reat
Lak
es
and
east
of t
he M
issi
ssip
pi R
iver
ar
e ce
ded
to th
e U
nite
d St
ates
.
180
3Lo
uisi
ana
Purc
hase
nea
rly
doub
les
the
size
of t
he U
nite
d St
ates
.
1819
Span
ish
cess
ion
of F
lorid
a an
d bo
unda
ry a
djus
tmen
ts w
est o
f th
e M
issi
ssip
pi R
iver
add
mor
e th
an 4
6 m
illio
n ac
res
to th
e pu
blic
dom
ain.
1845
Repu
blic
of T
exas
is a
nnex
ed
by th
e U
nite
d St
ates
.
1846
Ore
gon
com
prom
ise
give
s th
e U
nite
d St
ates
cla
im to
par
t of
the
Paci
fic N
orth
wes
t.
1848
Mex
ico
cede
s Ca
lifor
nia
and
va
st a
reas
of t
he in
land
Wes
t to
the
Uni
ted
Stat
es.
1853
Gad
sden
Pur
chas
e ad
ds a
lmos
t 19
mill
ion
acre
s of
pub
lic la
nds
in s
outh
ern
Ariz
ona
and
N
ew M
exic
o.
1867
Uni
ted
Stat
es p
urch
ases
Ala
ska,
ad
ding
375
mill
ion
acre
s to
the
publ
ic d
omai
n.
190
0s '
200
0s '
Toda
y, th
e BL
M b
enefi
ts th
e na
tiona
l eco
nom
y as w
ell a
s the
eco
nom
ies o
f loc
al co
mm
uniti
es.
Activ
ities
on
BLM
land
s, su
ch a
s en
ergy
pro
duct
ion,
min
eral
ext
ract
ion,
tim
ber h
arve
stin
g,
graz
ing,
and
rec
reat
ion,
res
ult
in
jobs
and
inco
me
from
goo
ds a
nd s
ervi
ces
asso
ciat
ed
with
pub
lic la
nd r
esou
rces
. In
2015
, the
BLM
’s m
anag
emen
t of
pub
lic la
nds
cont
ribut
ed
$88
billi
on to
the
natio
nal e
cono
my
and
supp
orte
d m
ore
than
374
,000
Am
eric
an jo
bs.
Clas
sroom
Inve
stig
atio
n, M
Y PU
BLIC
LA
ND
S: C
ITIZ
EN V
OIC
E IN
LA
ND
USE
DEC
ISIO
NS
Timeline Handout, Group 1, 1776 through 1849
1. Usingthetimelinetitled“OurPublicLandHeritage:FromtheGLOtotheBLM,”fillintheeventsnexttotheyearsbelow.Note:Theeventfor1803*isfoundintheLandAcquisitionsportionof the timeline.1778:
1785:
1789:
1803:
1803*:
1812:
1843:
1849:
2. Answerthefollowingquestions:•WhatisthenameoftheBLM’spredecessoragency?
•Whatdepartmentwasthatagencyhousedin?
•Towhatdepartmentwastheagencymoved,andwhen?
3. Preparea2-minuteTVnewssegmentonthelandmanagementeventsthatoccurredbetween1778and1849.Usemarkersandflipchartpapertoillustrateyourstory.Assignrolessuchasnewsanchor,fieldreporter,writer,illustrator,anddirector.
Classroom Investigation, M
Y PUBLIC LA
ND
S: CITIZEN V
OICE IN
LAN
D U
SE DECISIO
NS
Timeline Handout, Group 2, 1850 through 1888
1. Usingthetimelinetitled“OurPublicLandHeritage:FromtheGLOtotheBLM,”fillintheeventsnext to the years below. Look in the general timeline unless the year is marked with an asterisk (*), whichmeanstolookattheLandAcquisitionsportionofthetimeline.1850:
1853*:
1860:
1862:
1867*:
1872:
1877:
1878:
2. Answerthefollowingquestions:•Howmanylawsarementionedinyoursectionofthetimeline?
•Whataretheirtitles?
3. Preparea2-minuteTVnewssegmentonthelandmanagementeventsthatoccurredbetween1850and1878.Usemarkersandflipchartpapertoillustrateyourstory.Assignrolessuchasnewsanchor,fieldreporter,writer,illustrator,anddirector.
Clas
sroom
Inve
stig
atio
n, M
Y PU
BLIC
LA
ND
S: C
ITIZ
EN V
OIC
E IN
LA
ND
USE
DEC
ISIO
NS
Timeline Handout, Group 3, 1889 through 1934
1. Usingthetimelinetitled“OurPublicLandHeritage:FromtheGLOtotheBLM,”fillintheeventsnext to the years below.1889:
1898:
1906:
1911:
1916:
1920:
1926:
1934:
2. Answerthefollowingquestions:•Howmanylawsarementionedinyoursectionofthetimeline?
•Whataretheirtitles?
3. Preparea2-minuteTVnewssegmentonthelandmanagementeventsthatoccurredbetween1889and1934.Usemarkersandflipchartpapertoillustrateyourstory.Assignrolessuchasnewsanchor,fieldreporter,writer,illustrator,anddirector.
Classroom Investigation, M
Y PUBLIC LA
ND
S: CITIZEN V
OICE IN
LAN
D U
SE DECISIO
NS
Timeline Handout, Group 4, 1935 through 1969
1. Usingthetimelinetitled“OurPublicLandHeritage:FromtheGLOtotheBLM,”fillintheeventsnext to the years below.1937:
1942:
1946:
1953:
1954:
1959:
1964:
1969:
2. Answerthefollowingquestions:•WhatyearwastheBureauofLandManagementestablished?
•WhichtwoagenciescombinedtoformtheBureauofLandManagement?
•WithinwhichdepartmentdoestheBureauofLandManagementreside?
3. Preparea2-minuteTVnewssegmentonthelandmanagementeventsthatoccurredbetween1937and1969.Usemarkersandflipchartpapertoillustrateyourstory.Assignrolessuchasnewsanchor,fieldreporter,writer,illustrator,anddirector.
Clas
sroom
Inve
stig
atio
n, M
Y PU
BLIC
LA
ND
S: C
ITIZ
EN V
OIC
E IN
LA
ND
USE
DEC
ISIO
NS
Timeline Handout, Group 5, 1970 through 2012
1. Usingthetimelinetitled“OurPublicLandHeritage:FromtheGLOtotheBLM,”fillintheeventsnext to the years below.1973:
1976:
1979:
1990:
1992:
2000:
2009:
2012:
2. Answerthefollowingquestions:•Howmanylawsarementionedinyoursectionofthetimeline?
•Whataretheirtitles?
3. Preparea2-minuteTVnewssegmentonthelandmanagementeventsthatoccurredbetween1973and2012.Usemarkersandflipchartpapertoillustrateyourstory.Assignrolessuchasnewsanchor,fieldreporter,writer,illustrator,anddirector.
11
Classroom Investigation, M
Y PUBLIC LA
ND
S: CITIZEN V
OICE IN
LAN
D U
SE DECISIO
NS
Activity 2: Public Land, Public Voice
For the TeacherThis activity addresses the following essential understanding:
• FLPMAistheprimaryfederallawthatauthorizes the BLM’s activities and provides for public involvement in land management decisions.
OverviewThis is the second of three activities that addresses the history of the BLMandFLPMA.Thisactivityintroduces students to:
• ThevariouswaysFLPMAinvitespublicengagement in land management decisions.
• Amethodforassessingwhichtypesofengagement make sense for the students.
Time Estimate45 minutes
Learning ObjectivesStudents will be able to (1) identify numerous avenues of civic engagement in public lands issues and (2) use individual criteria to assess which avenues they would be most likely to pursue.
Teacher Preparation1. Make enough copies of the
“Avenues of Involvement” handout for each student.
12
Clas
sroom
Inve
stig
atio
n, M
Y PU
BLIC
LA
ND
S: C
ITIZ
EN V
OIC
E IN
LA
ND
USE
DEC
ISIO
NS
Procedure
1. Ask students to brainstorm how they and their families might express their views about a policy issue. Use a timely issue that most people know about, or make up a proposal that might affect students directly, such as a new dress code or changes to the cafeteria menu. Record responses where all students can see them.
2. Note that before the BLM makes land use decisions, the agency invites the public to weigh in formally and that many people and groups also use some of the less formal strategies on the students’ list.
3. Distribute the “Avenues of Involvement” handout to the students. Go over the strategies to make sure everyone understands all of them. If there are any strategies on the brainstormed list that are not on the handout, ask students to add these to the handout.
4. Instead of a new dress code or changes to the cafeteria menu, ask students to consider a land use dilemma, such as whether the BLM should allow a wind energy facility to be built on public land even if it would pose a threat to birds and bats.
5. Explain that students should place each strategy by number on the grid based on theirpersonaljudgment—therearenorightorwronganswers.Practicewithafewofthe strategies from their brainstormed list, and ask which they think would be the most effective and which they would be most likely to carry out. Ask students to place each strategy on the grid individually. Ask them to pay attention to the ones they place in the toprightquadrant(thesearetheonestheythink are most effective and are most likely to carry out).
6. Ask students to form groups of 3 or 4 and to compare the strategies they placed in the top rightquadrant.
7. Conclusion:Reconfiguretheclassintooneunit and ask: How similar and different were thestrategiesinyourtoprightquadrants,and did anyone move a strategy from one quadranttoanotherafterdiscussingthemingroups?
Assessment
Circulate among groups to determine how well students are understanding and using the criteria as they discuss the strategies.
Ask students to hand in an exit ticket that asks how the group discussions affected their views on which actions appealed to them the most.
Classroom Investigation, M
Y PUBLIC LA
ND
S: CITIZEN V
OICE IN
LAN
D U
SE DECISIO
NS
Avenues of Involvement
TheFederalLandPolicyandManagementActof1976 provides the Bureau of Land Management withaspecificmandate,withafocusonbalancingmultiple use with sustained yield and encouraging citizen engagement in managing public lands. The following list shows numerous ways for citizens to become involved in BLM policy issues, such as whether the BLM should allow a wind energy facility to be built on public land even if itwouldposeathreattobirdsandbats.Placethe number of each strategy on the grid in terms of the likelihood of its implementation and its effectiveness toward the policy issue.
1. Attend a public meeting where the BLM asks for citizen input about land use planning.
2. Join a stakeholder group.
3. Volunteer for a public lands agency.
4. Use social media or videos to organize other citizens.
5. Organize a recreation event on public lands.
6. Comment in the Federal Register on a proposal by the BLM.
7. Educate others about an issue by giving talks at schools, Scout meetings, and other gatherings.
8. Take part in a citizen-science initiative (for example, a bird count).
9. Vote in local, state, and national elections.
10. Other (specify):
High impact
You are very unlikely You are very likelyto take this action to take this action
Low impact
Whatspecificimpactsdoyouthinkyour“highimpact/highlikelihood”actionsarelikelytohave?
15
Classroom Investigation, M
Y PUBLIC LA
ND
S: CITIZEN V
OICE IN
LAN
D U
SE DECISIO
NS
Activity 3: The Question in Brookdale
For the TeacherThis activity addresses the following essential understandings:
• FLPMAistheprimaryfederallawthatauthorizes the BLM’s activities and provides for public involvement in land management decisions.
• Publiclandsbelongtoallofus.
OverviewThis is the third of three activities that addresses the history of the BLMandFLPMA.Thisactivityintroduces students to:
• Thechallengesresourcemanagersfaceinattempting to accommodate competing demands for uses of the land while maintaining its ecological integrity.
• Publicmeetingsthataddresslandusedilemmas.
• Diverseperspectivesaboutbalancingmultipleuse and sustained yield.
Time Estimate90 minutes
Learning ObjectivesStudents will be able to (1) identify how the multiple use and sustained yield principles are reflectedinpublicmeetingsaboutlandusedilemmas, (2) describe various stakeholders and their perspectives regarding a land use dilemma, and (3) use the mandate to make a judgment about the dilemma.
Teacher Preparation1. Read the “Background
Information,” and make a copy of it for each student.
2. Makecopiesofthe“ViewpointHandout”—there are six versions, one for each small group.
16
Clas
sroom
Inve
stig
atio
n, M
Y PU
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Procedure
1. Explain that public land managers make important decisions that can have long-lasting impacts, such as whether to transfer a parcel of land to a local government so that it can be developed. This activity models the BLM’s public meeting process and represents some of the opinions heard when the BLM makes such decisions.
2. Distribute a copy of the “Background Information” to all students, and give them about 5 minutes to read the sheet. Ask students which stakeholder groups are mentioned in the sheet, and ask them to summarizethequestionthattheBLMneedsto answer.
3. Dividestudentsintosixroughlyequal-size stakeholder groups, in which they will prepare and deliver a presentation to BLM decisionmakers. Distribute the appropriate version of the “Viewpoint Handout” to the students in each group. Ask students to read the instructions, and explain that their job is to develop arguments that best support the interests of their group. Ask each grouptoselectaspokesperson.Provideabout 15 minutes for the groups to develop theirarguments.Provideanyclarificationforquestionstheymayhave,emphasizethat there is no overall right answer, and discourage them from introducing factors that are outside the context of the activity.
4. Select one student from each interest group (someone other than the spokesperson) to form a new group: the BLM decisionmakers. Explain to the BLM decisionmaker group that their role has changed (they are no longer a “biologist” or “recreationist,” for example). From this point forward, as the BLM
decisionmaker group, they will read all of the viewpoint handouts. They will then listen to each stakeholder group’s presentation, take notes on each presentation, and ask each spokespersonanyquestionstheymayhave.
5. Invite the spokesperson from each group to present his or her case to the BLM decisionmaker group. At the end of each presentation, have the BLM decisionmaker groupaskthespokespersonanyquestionsthey may have.
6. Once all groups have presented their positions,brieflyleadstudentsinageneraldiscussion. Make sure students see that all groups have valid concerns and that tradeoffs arenecessaryregardlessofthefinalchoice.[Thiswilllikelyconcludethefirstclassperiod.]
7. While the BLM decisionmaker group is deciding whether to amend the land use plan to allow for development, rearrange the rest of the class into new groups made up of one person from each interest group. Ask students to argue for their own personal viewpoints rather than for the position of the interest groups they represented in Step 3. Have these groups decide what they think the BLM ought to do, brainstorm alternative ideas that might not yet have been considered, and select a spokesperson.
8. Once all groups have made a decision, askthespokespersonfromeachtobrieflyshare the group’s decision. Call on the BLM decisionmaker group last.
9. The BLM decisionmaker group’s spokesperson will then explain the group’s decision to the class, including the reasoning behind the decision.
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10. Reconvene the entire class into one unit, and ask students about the process: How hard was it to decide and to advocate? Did they
personally agree with the position of their stakeholder group? What were the toughest tradeoffs for the BLM decisionmaker group?
Assessment
Assign a persuasive essay in which students (1) state their personal views about whether the land use plan should be amended to allow development, (2) cite at least three pieces of evidence to support their positions, (3) describe
the strongest argument by those who disagree, and (4) conclude with a statement about why the issue is important. A rubric for persuasive essays can be found here: http://www.readwritethink.org/files/resources/printouts/Persuasion%20Rubric.pdf.
Alternatives to Consider
As needed, ask students to conduct library research to learn how other communities have balanced development and conservation. For example, depending on the group they are representing, students might search for
information on off-highway vehicles, personal watercraft, speedboats, or other recreational subjects, or on endangered or threatened species such as the desert tortoise or fringe-toed lizard.
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Background Information—Brookdale Activity
The community of Brookdale, located
along the lower Colorado River, in the
Arizona portion of the Sonoran Desert,
has approached the BLM about acquiring
a parcel of public land on the northern
border of the town. The community is
interested in attracting some of the
“snowbirds”—visitors from the Northern
United States and Canada—who annually
migrate to Arizona and California during
the winter months. The community would
also like to take advantage of some
recreational activities that are focused
around the Colorado River.
The parcel that Brookdale wishes to
acquire includes mostly level terrain
overlooking the Colorado River but also
includes a portion of a small range of
mountains that may eventually figure into
the town’s development plans. Brookdale
has limited opportunities for town
expansion because it is surrounded along
the west side by the Colorado River and
on the north, east, and south by public
land. As opposed to the public lands to
the north of Brookdale, the lands on the
east and south do not offer vistas of the
Colorado River. The town’s river-oriented
recreational opportunities (predominately
personal watercraft and speedboats)
would directly compete with several other
private and public facilities located on the
California side of the Colorado River,
as well as a long-term visitor area
located on public lands
about 32 kilometers
east of the river.
According to the land
use plan prepared many
years ago, the parcel that Brookdale
wants to acquire was not identified as
available for sale. The community of
Brookdale would like the BLM to amend
the original land use plan to designate the
parcel as suitable for sale. The agency will
conduct a public meeting to solicit input
from the various interest groups that may
be affected by the land use decision.
The BLM already has information
on file related to the parcel. In past
government-to-government consultation
with many American Indian tribes,
the BLM was told that the land north
of Brookdale includes an area that
is of traditional cultural importance
to American Indian tribes in Arizona,
California, and Mexico. The area, known
as Tipaza Hills, is valued by these groups
as a spiritual retreat and a location for
conducting special ceremonial activities.
Also, BLM biologists have noted that
several caves located in Tipaza Hills
serve as critical habitat for a species
of saguaro-pollinating bats. Biologists
believe that an apparent decline in the
number of young saguaro cacti may be
attributable to a decline in the number
of these bats. Biologists also believe
that an increase in insect infestation in
agricultural areas farther downstream
along the Colorado River may also be
attributable to a decline in these insect-
eating bats. Biologists are uncertain
how widely distributed this bat species
is within the Sonoran Desert or how
closely it is genetically related to other
bats in the Sonoran Desert.
Long-termvisitor area
North
CA
LIF
OR
NIA
PUBLICLAND
PUBLICLAND
Brookdale
Agricultural area
Public landparcel
TipazaHillsCaves for
bats
AR
IZO
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Viewpoint Handout—Recreationists
Instructions:Prepareanargumentforthepointofviewrepresentedbelow,andconsiderhowtopresent your case to BLM resource managers at a public meeting.
Point of view:Recreationistswouldlikeabroadlevelofhigh-qualityrecreationalexperiencesmadeavailable at a reasonable cost and with a minimum number of restrictions. Additionally, they want the experience to be safe and family-friendly. They also want:
• Anattractiveareatocamp(withfacilitiessuchastoiletsandshowers)andtospendtheirleisuretime.
• AdditionalrecreationaldestinationsalongtheColoradoRiver.
• Storesthatsellandrentriver-orientedrecreationalgear.
• Freshwaterfordrinkingandoutdoorswimming.
• Facilitiesdirectlyaccessiblefromtherivertopurchasegasoline,supplies,freshwater,andrecreationalequipment.
• Speciallydesignatedareasforspeedboats,personalwatercraft,fishing,innertubing,hiking,andbird watching.
Discuss the following questions:
• Howdoesyourpointofviewrelatetotheprinciplesofmultipleuseandsustainedyield?
• Doestheavailabilityofsimilarrecreationalandlong-termvisitorareasnearbyaffectyourargument?
• Whatisthebestuseofthegeneralareainregardtohumaninterests?Whataboutinregardtoprotecting biodiversity? Are there solutions that can satisfy both?
• What,ifanything,canyougiveuporalteraboutyourposition?
• HowwouldyourargumentbeaffectedbythefactthatAmericanIndiantribesconsidertheTipazaHills sacred and that the tribes do not feel any development should be allowed there?
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Viewpoint Handout—Long-Term Visitors
Instructions:Prepareanargumentforthepointofviewrepresentedbelow,andconsiderhowtopresent your case to BLM resource managers at a public meeting.
Point of view: Long-term visitors (also known as “snowbirds”) are visitors from colder climates who spend the winter months in designated camping areas on public lands in Arizona and California. They want:
• DevelopedhikingtrailsthatoverlooktheColoradoRiver.
• Theirownrecreationalfacilitiesthatareseparatefromriver-orientedrecreationalfacilities.
• Nonnativetreesplantedforshade.
• Anoutdoorpool,toilets,andfreshwater.
• Aminimumofmoderndevelopmentsaroundthelong-termvisitorareas.
Discuss the following questions:
• Howdoesyourpointofviewrelatetotheprinciplesofmultipleuseandsustainedyield?
• Doestheavailabilityofsimilarrecreationalandlong-termvisitorareasnearbyaffectyourargument?
• Whatisthebestuseofthegeneralareainregardtohumaninterests?Whataboutinregardtoprotecting biodiversity? Are there solutions that can satisfy both?
• What,ifanything,canyougiveuporalteraboutyourposition?
• HowwouldyourargumentbeaffectedbythefactthatAmericanIndiantribesconsidertheTipazaHills sacred and that the tribes do not feel any development should be allowed there?
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Viewpoint Handout—Biologists
Instructions:Prepareanargumentforthepointofviewrepresentedbelow,andconsiderhowtopresent your case to BLM resource managers at a public meeting.
Point of view: Biologists would like to see native plants and animals protected in the wild. They want:
• Minimaldisruptionoftheexistingecosystem.
• Criticalbathabitatprotected.
• Abufferareabetweenhumandevelopmentsandcriticalplantandanimalhabitats.
• Thegreatestpossiblediversityofnativeplantsandanimalspecies.
• Aninventoryofexistingfloraandfauna.
Discuss the following questions:
• Howdoesyourpointofviewrelatetotheprinciplesofmultipleuseandsustainedyield?
• Doestheavailabilityofsimilarrecreationalandlong-termvisitorareasnearbyaffectyourargument?
• Whatisthebestuseofthegeneralareainregardtohumaninterests?Whataboutinregardtoprotecting biodiversity? Are there solutions that can satisfy both?
• What,ifanything,canyougiveuporalteraboutyourposition?
• HowwouldyourargumentbeaffectedbythefactthatAmericanIndiantribesconsidertheTipazaHills sacred and that the tribes do not feel any development should be allowed there?
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Viewpoint Handout—American Indian Tribes
Instructions:Prepareanargumentforthepointofviewrepresentedbelow,andconsiderhowtopresent your case to BLM resource managers at a public meeting.
Point of view: American Indian tribes want their tribes to have unrestricted access to sacred and traditional use areas located on public lands. They want others to have access to these areas with restrictions. They want:
• TheTipazaHillsmadeofflimitsindefinitelyformineralextractionandalltypesofland-disturbingactivities.
• OnlyAmericanIndianstohaveaccesstotheTipazaHillstoprotectthesacredmountains.
Discuss the following questions:
• Howdoesyourpointofviewrelatetotheprinciplesofmultipleuseandsustainedyield?
• Doestheavailabilityofsimilarrecreationalandlong-termvisitorareasnearbyaffectyourargument?
• Whatisthebestuseofthegeneralareainregardtohumaninterests?Whataboutinregardtoprotecting biodiversity? Are there solutions that can satisfy both?
• What,ifanything,canyougiveuporalteraboutyourposition?
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Viewpoint Handout—Farmers
Instructions:Prepareanargumentforthepointofviewrepresentedbelow,andconsiderhowtopresent your case to BLM resource managers at a public meeting.
Point of view: Farmers are concerned about the effects of federal actions on the productivity of privately owned farmlands and the availability of water for irrigation downstream from public lands. They want:
• Insect-eatinganimalsprotected.
• Upstreamuseofwaterfromundergroundaquiferslimited.
Discuss the following questions:
• Howdoesyourpointofviewrelatetotheprinciplesofmultipleuseandsustainedyield?
• Doestheavailabilityofsimilarrecreationalandlong-termvisitorareasnearbyaffectyourargument?
• Whatisthebestuseofthegeneralareainregardtohumaninterests?Whataboutinregardtoprotecting biodiversity? Are there solutions that can satisfy both?
• What,ifanything,canyougiveuporalteraboutyourposition?
• HowwouldyourargumentbeaffectedbythefactthatAmericanIndiantribesconsidertheTipazaHills sacred and that the tribes do not feel any development should be allowed there?
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Viewpoint Handout—Members of the Brookdale Chamber of Commerce
Instructions:Prepareanargumentforthepointofviewrepresentedbelow,andconsiderhowtopresent your case to BLM resource managers at a public meeting.
Point of view: Members of the Brookdale Chamber of Commerce want:
• Toacquirethefederalparceloflandforlow-densitydevelopments.
• Somelevelofeconomicgrowthpromotedwithoutsignificantlychangingthe“smalltown”character of their town.
• Long-termvisitorswhowillspendmoneybutonlystaypartoftheyear.
• Alimitedlevelofdevelopmenttoaccommodatelong-termvisitors.
Discuss the following questions:
• Howdoesyourpointofviewrelatetotheprinciplesofmultipleuseandsustainedyield?
• Doestheavailabilityofsimilarrecreationalandlong-termvisitorareasnearbyaffectyourargument?
• Whatisthebestuseofthegeneralareainregardtohumaninterests?Whataboutinregardtoprotecting biodiversity? Are there solutions that can satisfy both?
• What,ifanything,canyougiveuporalteraboutyourposition?
• HowwouldyourargumentbeaffectedbythefactthatAmericanIndiantribesconsidertheTipazaHills sacred and that the tribes do not feel any development should be allowed there?
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Acknowledgments
AuthorScottRichardson,BLMEducationSpecialist,DivisionofEducation,Interpretation,andPartnerships,
Washington, DC
ReviewersJanetC.Ady,DivisionChief,DivisionofEducation,Interpretation,andPartnerships,Washington,DCDerrickBaldwin,EducationSpecialist,DivisionofEducation,Interpretation,andPartnerships,
Washington, DCBibiBooth,BLMDeputyDivisionChief,DivisionofEducation,Interpretation,andPartnerships,
Washington, DCRanelStephensonCapron,BLMFederalPreservationOfficer,DivisionofCulturalandPaleontological
Resources and Tribal Consultation, Washington, DCKevin Flynn, BLM Technical Information Specialist, Division of Education, Interpretation, and Partnerships,Washington,DC
JanetLacey,BLMEducationSpecialist,DivisionofEducation,Interpretation,andPartnerships,Washington, DC
BetsyWooster,BLMNationalLeadforYouth,DivisionofEducation,Interpretation,andPartnerships,Washington, DC
ProductionTammieAdams,BLMWriter/Editor,NationalOperationsCenter,Denver,COJanine Koselak, BLM Visual Information Specialist, National Operations Center, Denver, CO
TheBLM’sDivisionofEducation,Interpretation,andPartnershipsproducedthispublication.TheBLM’sNationalOperationsCenter,InformationandPublishingServicesSection,providedproduction services.
The mention of company names, trade names, or commercial products does not constitute endorsement or recommendation for use by the federal government.
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Notes:
April 2017BLM/WO/GI-16/008+8301
EE 2042d