Academic  Controversy  in  the  History  Classroom  

This workshop is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Region Program, coordinated by Waynesburg University.  

Historical Question:

Should  the  African  Elephant  be  protected?    

Author: Sarah Stolfi Class/Grade Level: 7th grade World Studies CT Standards: 2.1 Access and gather information from a variety of primary and secondary sources including electronic media (maps, charts, graphs, images, artifacts, recording and text). 2.2 Interpret information from a variety of primary and secondary sources, including electronic media (maps, charts, graphs, images, artifacts and text). 3.2 Analyze and evaluate human action in historical and/or contemporary context from alternative point of view Overview: Africa is home to unique animal species. The global community is passionate about the protection of this wild life, especially the African elephant. Large of tracts land have been set side in Eastern Africa for conservation, where elephant herds can graze. Many African countries rely money from tourism that features animal conservation, such as Safaris. Big game hunters are attracted to these areas to hunt for sport. Many Africans have a quality of life where they live on less than a dollar a day. Although African elephants are endangered they provide a source of income for poachers and also food for families. Elephant ivory still gets a high price in underground markets and the consequences for poaching are not stiff enough. Jail sentences are brief and the fines are not that high. For many poor people, poaching is often worth the price. African elephants migrate and require vast areas of land to graze. As parts of Africa become more urbanized, migrating elephants often end up the where they do not belong. This makes the elephants even more venerable. Elephants eat large quantities and consume farmer crops. Yes:  Elephants  are  an  endangered  animal  and  need  protection  from  poachers      

No:  The  elephants  need  large  areas  of  land  to  graze,  they  get  into  farmers  crops  and  eat  the  crops;  elephant  meat  could  feed  a  starving  family.     Document Summary: Document 1 shows a Khartoum Sudan Zoo, where a young African elephant is being protected in a zoo. This document meant to make students feel African elephants should be allowed to roam free. Document 2 shows an illustration called the Revengeful and Chivalrous Elephant of Africa. It depicts a man being chased by an elephant. What students are expected to glean from this picture that elephants can be seen as a problem for humans. Students will draw on understandings of the space required for an elephant to have an appropriate level of grazing land. Document 3 shows the glory of hunting. The photo features Theodore Roosevelt, an avid sport hunter standing next to his kill. Students are suppose to infer by looking at this photo that elephant hunting was popular during the early 20th century. The will also drawn the fact that today elephants are protected and hunting elephants to kill them for sport can be regarded as taboo. Document 4 shows what appears to be white colonists trailing tribesman carrying off ivory from a recent hunt. Students are expected to infer that hunting of elephants was common practice and was done in abundance. Document 5 shows an animated circus (jubilee) poster advertisement. The poster features several performs and also elephants putting on a show. Students are supposed to look at the picture and infer that elephants can be protected in a circus life. Perhaps some students will even make connections to their own personal experiences. Document 6 shows a United State government document, H.R.4849 the Anti-poaching act of 1988. This document outlines the anti-poaching legistation and outlines punishment and defines what activity constitutes poaching activity. Students are expected to use this document to gain knowledge about the consequences of poaching and also to learn about who animals, specifically elephants are being protected. Procedure (80 minutes):

1. Introduction of lesson, objectives, overview of SAC procedure (15 minutes) 2. SAC group assignments (30 minutes)

a. Assign groups of four and assign arguments to each team of two. b. In each group, teams read and examine the Document Packet c. Each student completes the Preparation part of the Capture Sheet (#2), and works with

their partner to prepare their argument using supporting evidence. d. Students should summarize your argument in #3.

3. Position Presentation (10 minutes)

a. Team 1 presents their position using supporting evidence recorded and summarized on the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 2 records Team 1’s argument in #4.

b. Team 2 restates Team 1’s position to their satisfaction. c. Team 2 asks clarifying questions and records Team 1’s answers.

d. Team 2 presents their position using supporting evidence recorded and summarized on the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 1 records Team 2’s argument in #4.

e. Team 1 restates Team 2’s position to their satisfaction. f. Team 1 asks clarifying questions and records Team 2’s answers.

4. Consensus Building (10 minutes)

a. Team 1 and 2 put their roles aside. b. Teams discuss ideas that have been presented, and figure out where they can agree or

where they have differences about the historical question

Closure: Teacher will close the lesson using an exit slip. On the exit slip students will write a detail supporting their viewpoint and detail that is an opposing view point. Assessment: Teacher will assess student learning through the construction of a persuasive response essay. In this essay, students will argue reflect on both sides of this issue and then explain how they feel more strongly about one side over another in a well written response. Essays will be written in a 5-paragraph format and will contain a thesis statement and three-body paragraphs in which student writing will support their thesis statement with the use of primary source documents for support. In the closing paragraph, students must include a rebuttal statement indicating an understanding of the strongest argument for the other side and then use it against them. Students will peer edit each other’s work. Then submit a final draft for teacher review. Differentiation: In order to differentiate this lesson, accelerated students will write their paper from the opposing viewpoint, in other words they will write about side that they don’t agree with. Hopefully, this technique will foster a sense of controversy for them and help them to draw conclusions about both sides. Special education students will write about the side they favor. They will also have various accommodations based on their individual needs such as, sentence starters; different graphic organizers may also be used if needed. For example, some students will use a graphic organizer with extra white space. For other special education students graphic organizers may include partially completed details. Additionally, important details in text will be highlighted for ease of use. For English language learners, a word bank will be provided. This modification is also meant to serve as an accommodation for all students and will assist with vocabulary development. The length of the essay will be modified to the specific needs of both special education students and English language learners.

DOCUMENT PACKET

Document 1

As the desire for conservation and protection has grown so too has the development of zoos. Zoos provide people with the opportunity to view endangered species in their "natural" habitat. This image shows a Zoo located in Khartoum.

Source: Sudan. Khartoum. Khartoum Zoo. A young African elephant • Digital  ID:  (digital  file  from  original  photo)  matpc  17315  http://hdl.loc.gov/loc.pnp/matpc.17315    • Reproduction  Number:  LC-­‐DIG-­‐matpc-­‐17315  (digital  file  from  original  photo)    • Repository:  Library  of  Congress  Prints  and  Photographs  Division  Washington,  D.C.  20540  USA    

http://www.loc.gov/pictures/resource/matpc.17315/

Document 2 Elephants require a lot of land to migrate and graze. Many farmers and urbanites are concerned that Elephants are wandering into urban places where they do not belong.

Source: The revengeful and chivalrous elephant of Africa Digital ID: (digital file from original print) pga 00240 http://hdl.loc.gov/loc.pnp/pga.00240 Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

Document 3 At the start of the 20th century land conservation and wild life protection was not enforced as it is today. Without advent of plastics, elephant ivory was used to make many practical items. Additionally, hunting elephants was a popular sport. In this image below President Theodore Roosevelt, is pictured holding gun leaning on an elephant carcass. This image glorifies hunting African elephants.

Source: [Theodore Roosevelt, three-quarter length portrait, standing next to dead elephant, holding gun, probably in Africa]

• Digital  ID:  (b&w  film  copy  neg.)  cph  3c31443  http://hdl.loc.gov/loc.pnp/cph.3c31443    • Reproduction  Number:  LC-­‐USZ62-­‐131443  (b&w  film  copy  neg.)    • Repository:  Library  of  Congress  Prints  and  Photographs  Division  Washington,  D.C.  20540  USA    

http://www.loc.gov/pictures/resource/cph.3c31443/

Document 4 Africa’s land was colonized by many European countries. Africa was a source of income for many countries abroad. Africa had an abundance of elephants and it provided Europeans access to ivory. In this picture below two colonists appear walking tribesmen who are carrying off ivory tusks.

Source: [Carrying off the ivory] • Digital  ID:  (digital  file  from  intermediary  roll  film  copy)  cai  2a15229  

http://hdl.loc.gov/loc.pnp/cai.2a15229    • Reproduction  Number:    • Repository:  Library  of  Congress  Prints  and  Photographs  Division  Washington,  D.C.  20540  USA  

http://hdl.loc.gov/loc.pnp/pp.print    

http://www.loc.gov/pictures/resource/cai.2a15229/

 

Document 5

African elephants became an important of oddity shows and circuses across the western and eastern hemispheres. Pictured here is an advertisement for a minstrel jubilee featuring elephants. Elephants featured in these shows were protected and kept safe by humans.

Source: Wm.  H.  West's  Big  Minstrel  Jubilee Digital  ID:  (digital  file  from  intermediary  roll  copy  film)  var  1834  http://hdl.loc.gov/loc.pnp/var.1834  Repository:  Library  of  Congress  Prints  and  Photographs  Division  Washington,  D.C.  20540  USA  

Document 6 This is summary of H.R.4849 the Anti-poaching act of 1988 in this document the United State government makes it clear that importing elephant ivory and poaching of elephants is illegal. This document outlines the criminal penalties for being caught by law enforcement with the intent to illegal sell elephant ivory in underground “illegal” markets. It also defines what it constitutes as illegal. SUMMARY AS OF: 6/16/1988--Introduced.

African Elephant Anti-Poaching Act of 1988 - Makes it unlawful for any person to import into the United States any African elephant ivory from Burundi or from any country which: (1) is not a member of the Convention on International Trade in Endangered Species of Wild Fauna and Flora (the Convention); (2) does not have a population of African elephants living in the wild; or (3) is not a part of the African Continent. Exempts from such prohibition ivory from an African elephant that was legally taken by sport hunting in a country, other than Burundi, that: (1) is a member of the Convention; (2) has a population of African elephants living in the wild; and (3) is part of the African Continent.

Sets forth civil and criminal penalties for knowing violations of this Act. Authorizes the Secretary of the Interior (the Secretary) to assess a civil penalty of up to $10,000 for each violation. Sets forth notice and hearing requirements relating to such civil penalties. Sets forth criminal penalties of a fine of between $5,000 and $20,000, and/or one year's imprisonment. Grants jurisdiction to the U.S. district courts over any actions arising under this Act. Directs the Secretary or the Secretary of the Treasury to pay appropriate rewards, from sums received as penalties, fines, or property forfeitures under this Act, to persons furnishing information which leads to an arrest, criminal conviction, civil penalty assessment, or forfeiture of property for any violation of this Act or regulations issued under it. Makes ineligible for such rewards Federal, State, or local government officers or employees who furnish such information or render related service in the performance of their duties.

Sets forth enforcement provisions. Requires enforcement of this Act, and any regulations or permits issued pursuant to it, by the Secretary, the Secretary of the Treasury, or the Secretary of the department in which the Coast Guard is operating, or all such Secretaries. Authorizes such Secretaries to utilize for such purposes by agreement and with or without reimbursement, the personnel, services, and facilities of any other Federal or State agency. Authorizes U.S. district court judges and U.S. magistrates to issue warrants or other process required for such enforcement. Sets forth provisions relating to: (1) inspections, arrests, searches, and seizures; and (2) application of other laws. Authorizes the Attorney General to seek injunctions against violators. Sets forth forfeiture provisions as follows.

Subjects to forfeiture to the United States in cases of violations of this Act or regulations, permits, or certificates issued under it: (1) all imported African ivory involved; and (2) all equipment, vessels, vehicles, aircraft, and other means of transportation used to aid various activities involved.

Authorizes such Secretaries to issue appropriate enforcement regulations and charge reasonable fees for expenses to the Government connected with permits or certificates authorized under this Act (including application processing and reasonable inspections), and with the transfer, board, handling, or storage of fish or wildlife or plants and evidentiary items seized and forfeited under this Act. Requires deposit of such fees in the Treasury to the credit of the appropriation which is current and

chargeable for the cost of furnishing the services. Allows appropriated funds to be expended pending reimbursement from parties in interest.

Directs the Secretary to administer this Act, in consultation with the Secretary of the Treasury and the Secretary of the Department in which the Coast Guard is operating.

Provides that nothing in this Act shall be construed as superseding or limiting in any manner the functions and responsibilities of the Secretary under the Endangered Species Act of 1973 or of the Secretary of the Treasury under the Tariff Act of 1930.

Preempts any State law or regulation to the extent that it permits what is prohibited, or prohibits what is authorized, under this Act or regulations issued under this Act.

Source: H.R.4849 Latest Title: African Elephant Anti-Poaching Act of 1988 Sponsor: Rep Fields, Jack [TX-8] (introduced 6/16/1988) Cosponsors (None) Latest Major Action: 6/22/1988 Referred to House subcommittee. Status: Referred to Subcommittee on Fisheries and Wildlife Conservation and the Environment.

http://thomas.loc.gov/cgi-­‐bin/bdquery/z?d100:HR04849:@@@L&summ2=m&  Some of the language and phrasing in these documents have been

modified from the originals.

Vocabulary: Appropriation: a sum of money that has been set aside from a budget, especially a government budget, for a specific purpose

Evidentiary- relating to, consisting of, or based on evidence

Regulation- an official rule, law, or order stating what may or may not be done or how something must be done. Seizures- taking of something by force Superseding- to take the place or position of something that is less efficient, less modern, or less appropriate, or cause something to do this. Violations- crime or infringement of a law or rules, especially one less serious than a misdemeanor or a foul in sports.

CAPTURE SHEET Should  the  African  Elephant  be  

protected? Preparation:

1. Highlight your assigned position.

Yes:  Elephants  are  an  endangered  animal  and  need  protection  from  poachers    No:  The  elephants  need  large  areas  of  land  to  graze,  they  get  into  farmers  crops  and  eat  the  crops;  elephant  meat  could  feed  a  starving  family.    

2. Read through each document searching for support for your side’s argument. Use the

documents to fill in the chart (Hint: Not all documents support your side, find those that do):

Document #

What is the main idea of this document? What details support your position?

3. Work with your partner to summarize your arguments for your position using the supporting documents you found above:

Don’t  forget  the  rules  of  a  successful  academic  controversy!  

1. Practice  active  listening.  2. Challenge  ideas,  not  each  other  3. Try  your  best  to  understand  the  other  

positions  4. Share  the  floor:  each  person  in  a  pair  

MUST  have  an  opportunity  to  speak  5. No  disagreeing  until  consensus-­‐

building  as  a  group  of  four  

Position Presentation:

4. You and your partner will present your position to your opposing group members. When you are done, you will then listen to your opponents’ position.

While you are listening to your opponents’ presentation, write down the main details that they present here: Clarifying questions I have for the opposing partners: How they answered the questions:

Consensus Building: 5. Put your assigned roles aside. Where does your group stand on the question? Where does

your group agree? Where does your group disagree? Your consensus answer does not have to be strictly yes, or no.

We agree: We disagree: Our final consensus: