In this lesson, students learn about the conflicts relating to humans and wildlife in prairie habitats. Students will perform some of the research, evaluation, and decision-making functions necessary to understand and resolve such conflicts. They will write position papers explaining the details of one of the conflicts they have studied.

Geography, earth science

Standard 8: "The characteristics and spatial distribution of ecosystems on Earth's surface"
Standard 14: "How human actions modify the physical environment"

Three to four hours

• Computer with Internet access
• Blank outline maps from the Xpeditions atlas
• Materials for small group presentations (e.g. software such as PowerPoint for a multimedia presentation or writing and drawing materials for a more traditional oral report)

Students will

• explore situations in which people or organizations protecting wildlife in prairie habitats conflict with other people or organizations with different goals;
• study in depth one human-wildlife conflict; and
• demonstrate communication skills by presenting what they have learned to the class and writing position papers.

There are many kinds of human-wildlife conflict in habitats all over the world, creating further conflict between groups of people with different agendas. Prairies and grasslands are no exception. For example, some American ranchers complain that golden eagles prey on their livestock, particularly lambs; others argue that this is a rare occurrence, and that, even then, the eagles probably only select lambs that are sick, dying, or already dead.

How do these groups of people resolve their conflicts? What factors come into play? Can students think of a situation in their community or in the world where opposing groups have found a workable solution?

Have students form small groups of four or five students and choose a human-wildlife conflict to study in detail from any prairie habitat in the world (prairies in other parts of the world may be referred to as grasslands, savannah, pampas, plains, or steppe). The following sites will help them choose, as well as begin their research. Try to have groups approach different conflicts.

National Geographic: Animals and Nature Guide
National Geographic News: Black-Footed Ferrets Making a Comeback Through Artificial Insemination
ABC News: Reduced Wolf Protection Pleases Ranchers
The American Trickster: Learning to Live with Coyotes
Defenders of Wildlife: Wildlife at Risk
Humane Solutions to Wildlife Conflicts
MSPCA: About Human-Wildlife Conflict (see icons of specific animals across the bottom of the page)
U.S. Fish and Wildlife Service
USGS: Trends and Management of Wolf-Livestock Conflicts in Minnesota

Once they have chosen a conflict, have the groups research on the Web and/or in the library to learn as much as they can about it. Encourage them to contact organizations that support both sides of the conflict to learn more. They should be able to answer at least the following questions:

• What is the animal's range?
• What does it prey upon, and what preys upon it?
• In what ways does it affect other populations (wildlife and human)?
• How did the conflict(s) evolve?
• What is being done to solve the conflict?
• Who are the main groups involved in the conflict?
• What are the main arguments of the groups on each side of the conflict?

Have each group use a blank outline map from the Xpeditions atlas to show the area of the world where the conflict they have chosen is taking place.

Have each group create a presentation about the conflict it studied. The presentation could be multimedia-based, if resources are available (e.g., a Web site or a PowerPoint slide show); an oral report with a visual component, such as photographs or illustrations; or any other creative way they feel they can demonstrate what they have learned.

Have the groups take turns sharing their presentations with class and ask each other questions.

Have each student write a position paper as if they planned to send it to a legislator or government official. Students should explain what they have learned and how they feel about the conflict they studied in their small group. The paper should include at least one possible solution to the conflict, stumbling blocks to this possible solution, and how to address them. Ask students to try to include information they learned from other groups presentations, especially situations where a conflict has been successfully addressed.

• Have students send their position papers to a state or federal legislator or other relevant government official. Follow up to see who receives responses.
  
  
• Have students look into a human-wildlife conflict in a local habitat. Using what they have learned, is there a way they can/would like to get involved to help solve it?

Adapted from Wildlife Conflicts? Issue Pac (U.S. Fish and Wildlife Service).

Defenders of Wildlife: Wildlife at Risk
National Geographic: Animals and Nature Guide
National Geographic: Geography Action! 2003—Habitats
U.S. Fish and Wildlife Service