There are times when we humans kill other animals: sometimes to keep ourselves alive; sometimes for our own comfort and safety; and sometimes for luxuries that we could do without, but that simply give us pleasure.

Sometimes humans destroy animals in such large numbers that whole species have become extinct. When there is danger of that happening, other humans often come to the rescue. While that intervention helps the endangered species, it also helps humans and the Earth itself, because every species has a role to play in our ecosystem.

This lesson introduces the "chiru" of Tibet. A small deerlike animal, the chiru is endangered because it is hunted and killed for its luxurious wool. Many people are working to save the few remaining chiru from extinction.

[Note: If students are disturbed by this topic, remind them that many people (e.g., National Geographic explorers and the governments of China and India) are as concerned as they, and are working hard to stop the killing of these animals.]

Geography, language arts, life science, computer science

Standard 1: "How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective"
Standard 4: "The physical and human characteristics of places"
Standard 8: "The characteristics and spatial distribution of ecosystems on Earth's surface"
Standard 11: "The patterns and networks of economic interdependence on Earth's surface"

Four to five hours

• Computer with Internet access
• World atlas, wall maps, or blank Xpeditions maps of the world, Asia, China, and the Chang Tang Reserve
• Paper and pencils or pens
• A pashmina scarf [optional]
• Blackboard and chalk or felt markers and a flip chart

Students will

• locate Asia on a map of the world;
• locate China on a map of Asia;
• locate Lhasa on a map of China;
• locate the Chang Tang Reserve on a map;
• learn vocabulary associated with the articles in this lesson;
• list animals that humans use for warmth, food, and/or luxury;
• list which animals are killed for these purposes, and which are not;
• suggest alternatives to the use of animals for these purposes; and
• suggest possible alternatives to killing animals for these purposes.

Preparation: Before beginning this lesson, make sure students understand the meanings of the following words they will encounter in the articles in this lesson: amble (v); cartographer (n); counterpoint (n); cow pie (n); devotee (n); falafel (n); fortitude (n); gazetteer (n); insurmountable (adj); kilometer (n); migration (n); parmesan (adj); pelt (n); plateau (n); poach (v); rehydrated (adj); rickshah or rickshaw (n); skewer (n); tenacity (n); topographical map. Depending on their verbal skills, you may want to have students find and copy the definition for each of these words from an online or traditional dictionary.

Ask students to look around the room and identify items that come from animals. For example, the leather on their shoes, belts, or jackets; anything silk someone might be wearing; wool coats or jackets. If possible, show students a pashmina shawl. If a shawl is not available, explain that it is an expensive kind of scarf that has been very popular in the last few years. Ask students to explore this website about pashmina shawls, and find out how much they cost. Ask them if they know what a pashmina shawl is made of, and then ask them to read about and discuss where the wool comes from and how it is obtained.

Ask students if anyone knows what a "chiru" or a "shatoosh" is. Have them read the National Geographic News article, "In Tibet, Climbers Find Rare Antelope Birthing Grounds," until they find the answers, which are found in the first two paragraphs. (Ask them to stop reading when they learn the answers.)

Activity 1: Ask the students to finish reading the article and write 10 questions from it to challenge the other students in a quiz. When everyone is finished, call on two students to come to the front of the room. Call on two other students to ask each a question from their lists. Students who provide the right answers may remain standing. Those who do not will call on another student to take their place, and then be seated. The article can be used as the "final judge" if there is a disputed answer.

Activity 2: Ask a student to come up to the chalkboard or flip chart to make a list, with the help of his or her classmates, of animals humans use for food. When that list is complete, ask another student to make a list of animals humans use for clothing, shelter, or other ways to keep warm. Have the students underline (if using a chalkboard) or highlight (on a flip chart) animals that humans kill for these purposes. (A lamb, for example, does not have to be killed for wool, but a steer has to be killed for leather; a hen does not have to be killed for eggs, but a fish has to be killed for dinner.) Then make a new list of animals that humans use for luxury items or decoration (e.g., mink and ermine, caviar, and ivory). Indicate the animals killed for these purposes (they should remember that the goat does not have to be killed to make an expensive pashmina shawl, but an elephant is always killed to provide ivory).

Lead a discussion after outlining these rules: only one person speaks at a time; everyone gets a turn to speak; no one interrupts another person; no sarcastic comments or facial expressions. Explain that when people get unpleasant in a debate, other people stop listening, and they lose the ability to change people's minds. Ask them to discuss whether they think killing any or all of these animals is justified. This is a good opportunity for learning how to debate difficult issues in a civil manner, but if things get too emotional, stop the discussion by pointing out that it is an important issue and that many people have very strong feelings on both sides. Make sure to wrap up the debate in a way that values each student's opinion and makes all students feel they have been heard. (If students tend to agree on the issue as a class, ask for volunteers or assign students to argue the other "side," from the point of view of a poacher, for example.)

Have students browse through the images at the National Geographic magazine feature about Chang Tang. Have them click on each photo in the left-hand column and read the caption, making a list of words that they learned in preparation for the lesson, and a list of words or concepts that they don't understand. When everyone is done, have a class discussion abut the photos, and explain any words and concepts that they did not know. (Alternatively, give them time to use a search engine to find the information online.)

In Activity 2, above, a number of problems were discussed about human interaction with other creatures that share the Earth. Explain that while it is important to identify problems and to feel sad about injustices, it is also necessary to do something to change things. Not everyone can work on changing everything, but everyone can work on changing something. Ask students to come up with their own ideas about how the chiru might be saved. What are some of the obstacles Ridgeway and his team might face in their efforts? Might there be political barriers? Physical or financial ones? Answers may be given in written form (as an essay) or presented to the class in small groups.

Have students read the online excerpt from the National Geographic magazine article "275 Miles on Foot Through the Remote Chang Tang." (The complete feature article can be found in the print edition of the April 2003 National Geographic magazine.)

Ask the students if they can imagine why the chiru might be migrating. Discuss migration in general. What other animals migrate? Have they ever noticed birds migrating? Do humans ever migrate? (Point out the root of the words "migrant" and "immigrate.") Ask if they can think of any other animals, fish, or birds that migrate to give birth (examples might include salmon or leatherback turtles).

National Geographic Magazine: 275 Miles on Foot Through the Remote Chang Tang
National Geographic News: In Tibet, Climbers Find Rare Antelope Birthing Grounds
National Geographic: Xpeditions Atlas
Pashmina UK
Save the Chiru: The Shahtoosh Campaign