School and Group Programs
Pre-Trip Curriculum: Park Management Analysis
Area of Study: Cultural History
Grades: 6 - 12
Subjects: Critical thinking, persuasive and speculative writing
Time: Classroom introduction prior to the students'
visit, continuing throughout the students' visit to the Headlands
Institute, and concluding two weeks after students return to the
classroom.
Objectives:
- Students will be able to collect information about a problem in Golden Gate National Recreation Area and consider possible solutions.
- Students will write a persuasive and a speculative essay.
Materials: Handouts describing the assignment Procedure
In the classroom prior to trip
- Explain that while students are at the Headlands Institute, they will ask their instructors about problems in Golden Gate National Recreation Area and their possible solutions. The students will use this information to write a persuasive paper after their return to the classroom.
- Explain to students they can choose between two different writing
styles (or the students can be assigned two different papers, one in
each style).
- 1. Problem - solution The purpose of this style is to persuade the reader to agree and take action. The writer fully explains the problem, offers at least three solutions, and explains how the solutions will work. One of the solutions should be explained in 5 - 10 steps.
- Speculation about effects The writer speculates about the causes of a given situation, event, or trend. The writer predicts possible outcomes of a given event or situation and presents the situation using detailed, concrete language. The writer demonstrates a broad base of knowledge of the subject and draws from historical facts, opinions, common beliefs, scientific facts, eyewitness reports, or their original ideas. This style includes inventive and elaborated support for each proposed cause and effect.
- Encourage students to speculate about "what if" scenarios.
- Be sure to inform the Headlands Institute instructors about the upcoming assignment so they can facilitate appropriate discussions.
- Include in the handouts to students the due dates for rough and final drafts, requirements for content, explanations of writing styles, class discussion time, etc.
At the Headlands Institute
- Encourage the students to obtain and record as much information as they can from their instructors about current issues in Golden Gate National Recreation Area.
In the classroom after the trip
- Review the two writing styles explained in the classroom prior to the trip
- Brainstorm possible topics for a problem/solution paper. Some examples include: dogs off-leash in the park; invasive plants; feeding wildlife; mountain bikes, horses, and people sharing the trails.
- Brainstorm possible topics for a paper using the style of speculating
about effects. Some examples are:
- What if the original Native American tribes still lived in the Golden Gate National Recreation Area? What if European Americans had not found the San Francisco Bay?
- What if the military had not been stationed in the Marin Headlands (up through the 1970's)? What if the Golden Gate National Recreation Area limited or banned cars in the park?
- Each student chooses a topic and creates a written outline of ideas.
- Students conduct research.
- Students submit one or more rough drafts for feedback from the teacher.
- Students turn in their final paper.
California standards for language arts writing strategies
6th grade: Language arts
Research and technology 1
Listening and speaking 1
7th grade: Language arts
Research and technology 1
8th grade: Language arts Research and technology 1
9th - 10th grades: Language arts
Writing strategies 1 and 2
Written and oral English language conventions 1
11th - 12th grades:
Language arts
Writing strategies 1
Written and oral English language conventions 1
This activity was contributed by teacher Margie Pugh of Cross and Crown Lutheran School in Rohnert Park, California.
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