 Subjects
Biology
History
Fine Arts
Language Arts
Objectives
The student will:
- Research and debate issues pertaining to the
pronghorn population of Yellowstone National Park.
- Enumerate
three instances of fluctuation in the Yellowstone
pronghorn population with 100% accuracy and consider
possible causes for the increase/decrease.
- Prepare supporting documentation for three points
made in the defense or opposition of the pronghorn’s
appeal.
Materials
Access to research materials, including the Internet
Costumes (optional)
Paper, pencil, word processor
Attachment
A—Web Resources for Students (pdf)
Background
Prior to the settlement of the American West,
the pronghorn population was estimated to be approximately
35 million and ranked second only to bison. The
herds were largely decimated during the second
half of the 19 th century. Today, due to transplant
programs and careful management, the number of
pronghorn has increased to nearly one-half million.The
Yellowstone pronghorn population is important
both historically and biologically. It represents
one of the few groups of native pronghorn that
escaped extirpation during the late 1800s, and
was the source for reestablishing pronghorn populations
in other areas. Biologically, the Yellowstone
pronghorn appear to retain much of the genetic
variation that was once widespread in the species.
However, the Yellowstone pronghorn population
is both small and isolated, causing concern among
park managers that this animal population could
face regional extinction from fairly common-place
natural events such as a severe winter or disease
outbreak. Since 1991, the pronghorn population
of Yellowstone has declined by approximately 50
percent to fewer than 250 individuals today. Research
is underway to determine possible causes for the
decline.
Procedure
The instructor will:
-
Explain to students that they will be
preparing and participating in a mock court
trial, and that another class of students
will serve as an impartial jury.
- Divide the students into two groups. Explain
that one group will prepare and present materials
to support the opinion that the Yellowstone
pronghorn is in danger of regional extinction.
The second group will prepare and present
materials to oppose the opinion that the Yellowstone
pronghorn is in danger of regional extinction.
- Assign or direct students to select a lead
attorney for their group. Each group will
also select supporting witness (similar to
those depicted in the electronic field trip),
although specific to the Defense or Opposition.
Other students may be selected to serve as
news reporters.
- Tell students that each group will decide
which issues they wish address in their testimonies.
(There should be a minimum of three.)
- Tell students that their group will be divided
into research teams based upon the issues
they selected. The star witness of each issue
will lead and consolidate research information
obtained by the rest of the research group.
- Advise students that the delivery of each
testimony should be kept to a maximum time
allotment of four minutes, with an additional
two minutes allotted for questions from the
opposing attorney. Proper court protocol will
be observed and the instructor will serve
as a moderator.
- Specify the amount of time that the students
have to complete and consolidate their web
research (Attachment A) and to prepare testimonies.
- Collaborate with another instructor to arrange
a time for his/her students to listen to the
presentation of the mock trial and to serve
as an impartial jury.
- Direct students of the second class to write
their verdict on a paper ballot after witnessing
the mock trial. They should make one of two
choices: the Yellowstone pronghorn is in danger
of regional extinction or the Yellowstone
pronghorn is not in danger of regional extinction.
They should base their verdict only on
the testimonies given in the trial.
- Allow the presenting class to debrief following
the trial to discuss the verdict and testimonies.
Assessment
The
Pronghorn's Appeal Rubric (pdf)
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