Who's in Charge of This Animal?

This activity has been adapted from "History of Wildlife Management" in Project WILD, © 1983, 1985 Western Regional Environmental Education Council.

Lesson Introduction

In the United States, wildlife is considered to be a public resource. That means that even when lands or waters are privately owned, the wildlife on them is not. Primary legal responsibility for managing and conserving most wildlife in the United States is delegated to government agencies whose job is to act on behalf of the public. A state wildlife agency has legal responsibility for managing most of the wildlife in your area, whether that wildlife is on public or private lands and water. Federal agencies, primarily the U.S. Fish and Wildlife Service, in cooperation with state agencies, are legally responsible for managing wildlife affecting national interest, such as threatened and endangered species, marine mammals, and migratory wildlife. The range of wildlife managed will vary widely by states, agencies, and jurisdictions.

Illinois State Goal	Standard	Learning Benchmarks
14	B	5a. Describe how modern political positions are affected by differences in ideologies and viewpoints that have developed over time (e.g., political parties' positions on government intervention in the economy).

Lesson Objectives

• define wildlife management.
• identify the appropriate government agency(ies) to contact regarding area wildlife management.
• describe changes in wildlife management philosophies.

Advance Preparation

Obtain the addresses of the local agencies that are responsible for wildlife management in your area. (See teacher notes for a helpful tip.)

Time Allotment

Two consecutive, one-hour class periods

Materials

paper for letter writing
list of addresses of wildlife agencies and other organizations such as:
Federal agencies:

• U.S. Fish and Wildlife Service
• U.S. Forest Service
• Soil Conservation Service
• U.S. Department of Agriculture Extension Service

• American Fisheries Society
• American Humane Association
• Animal Protection Institute
• Canadian Wildlife Federation
• Cousteau Society
• Defenders of Wildlife
• Ducks Unlimited
• Friends of the Earth
• Fund for Animals
• Humane Society of the United States
• Izaak Walton League of America
• National Audubon Society
• National Rifle Association
• National Wildlife Federation
• Sierra Club
• Sport Fishing Institute
• The Wildlife Society
• Wildlife Management Institute

PROCEDURE

Tap Prior Knowledge

1. Ask the students whom they would call if they spotted a wild animal in danger, in an unusual place, such as an urban area, or threatening people's safety. There may be a humane society to call regarding loose pets or small mammals, but for larger animals or animals that we normally associate with wild areas, there are agencies that manage these populations. This action is known as wildlife management, which is the application of scientific knowledge and technical skills to protect, preserve, conserve, limit, enhance, or extend the value of wildlife and its habitat.

Share with Neighbor

2. Ask the students what it means to manage a wild animal population. Are there possible reasons why government agencies with this job don't simply kill any wild animal that's in an urban or suburban area? Are there any reasons why the wildlife managers might kill animals that are in wild areas?

The ways in which wildlife managers do their jobs have changed dramatically over the years, since scientific knowledge and the circumstances surrounding wildlife are always changing. As in all resource management professions, there is much to learn in order to do the best possible job in accomplishing goals of preserving, conserving, enhancing, and protecting environments, as well as the natural resources and interrelated life forms that live within them. There are also differences of opinion - even among "experts"-as to which management practices and philosophies are most appropriate and most effective.

Hands-on Activity

3. Have the students take a look at the list of agencies that has been compiled. Have each student select an agency that interests them.

4. Now the students to generate a KWL list in order to generate questions to be directed to the agency responsible for wildlife management in their state and community. Divide a piece of paper into three sections. Label one section Know (KWL). Have the students list what they already know about wildlife management and the agency they will be writing to. In the second section have the students write down What they want to know (KWL). These questions will be used as intended questions for the letters that they will send. Some other questions may be:

When and why was the agency organized?
How is it legally constituted, and with what responsibilities?
What is the agency's philosophy of wildlife management? How does it define wildlife management?
What major programs does the agency have in order to accomplish its objectives and responsibilities?
What major similarities and differences are there in the programs, practices, and underlying philosophy of the agency since it was established?
What major trends does the agency see in wildlife management philosophies and practices?
What are the major sources of funding for the agency?
What regulations and laws affecting wildlife should we know and tell others about?
What are the most difficult problems facing the agency at this time?
What re the most important things we can know and do to be informed and responsible citizens concerning wildlife?

5. Once the major questions of interest have been identified, ask the students to send a letter to the agency asking for information in response to their questions. Before the letter is mailed, be sure to review it for clarity and appropriateness. One concise letter to the Director's office, with all the questions included, is recommended.

6. When responses have been received, ask the students to summarize and interpret their findings as what they have Learned (KWL).

Introduce Scientific Principle/Environmental Issue

Relate Activity and Concept

8. It is important to remember that wildlife management is a field that changes as scientific knowledge and public sentiment change. Ideas about what is good for wildlife get outdated by new findings and failed attempts. People value more highly the wild state of areas in the country, or they grow intolerant of the perceived dangers associated with wild animals. Wildlife managers, therefore, often have to manage the concerns of a lot of people, not just the health of wild populations.

Take special note of the involvement of non-governmental organizations, such as private, not-for-profit organizations, associations, and industries in wildlife management. Why do commercial industries care about wildlife? There are many reasons for this. Some industries want to convince the public that they are not hurting the environment, while industries which serve outdoor enthusiasts have to ensure that the outdoor enthusiasts will stay in their area and buy their products, which will not happen if all the wild animals are extirpated.

Learning Outcomes

• identify the appropriate agencies to contact for various kinds of information or to report concerns regarding wildlife.
• know how duties are divided between local, state, and federal agencies
• understand how private organizations play a part in wildlife management.

Teacher Notes

Forest Service, USDA
Northern Region (R-1)
Federal Building
200 Broadway, PO Box 7669
Missoula, MT 59807-7669