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The
Forest “Industry”
Subject
Area
This activity has been designed for the Human Geography (GHU 3G1)
curriculum, Section C: Imprints. Studies in this section are organized
to provide either an economic or cultural focus. If an economic
focus is taken this activity would fit Unit B: Location. The rationale
for the choice and placement of this activity is indicated by
the learning outcomes.
Leaning
Outcomes
Unit A
Teaching, learning and evaluation will focus on the student’s
ability to:
- Identify
examples of ways in which the local environment provides evidence
of the community’s values, economic objectives, political
organization, and technological capabilities;
- Find
information by using access tools such as indexes to films and
video tapes, computers, newspapers and periodicals;
- Use
simulations and role playing to make clear how points of view
affect decisions on the use of land;
- Recognize
the differing points of view held by various people and groups
towards the use of wilderness areas;
- Become
more receptive to, and tolerant of the needs and aspirations
of others.
Unit B
Teaching, learning and evaluation will focus on the student’s
ability to:
- Understand
the factors that influence the location of primary activities;
- Recognize
the role of governments in the location of economic activities;
- Recognize
that human uses and abuses of the natural environment are the
best measures of attitudes towards that environment;
- Use
information to access tools such as indexes to films and video
tapes, computers, newspapers and periodicals;
- Recognize
the differing points of view held by various people and groups
towards the use of wilderness areas;
- Become
more receptive to, and tolerant of the needs and aspirations
of others.
Classroom
Development
Environmental hearings are an increasingly popular way of coping
with controversial environmental issues in our society. During
such a hearing, individuals and groups appear before a hearing
panel to argue persuasively for their particular points of view.
The hearing panel receives these submissions, evaluates them,
and arrives a recommendations which are submitted to the appropriate
regulatory body.
As environmental educators charged with preparing our students
for the future, we have an obligation to prepare them for participation
in environmental hearings. In addition, participation in simulated
environmental hearings offers many important learning advantages.
- View
and discuss the videos: The Temperate Rainforest, Carmanah Forever.
- Appoint
a Hearing Panel of four or five students to hear the presentations,
receive the written submissions, evaluate them, arrive at a
decision, and present the decision to the class along with a
rationale for having reached that decision. The panel should
elect a chairperson.
- The
rest of the class may select from the following roles or other
roles:
• logger
• logger’s spouse
• provincial Minister in charge of forestry
• president of a forest company
• self-employed wildlife biologist
• aboriginal leader whose tribe has a land claim on this
area
• stock holder in the forest company
• owner of a store in a town close to the site to be logged
• director of an environmental group
• provincial Minister of Tourism
• mayor of a town close to the site to be logged
• tourist who enjoys hiking and camping
• other characters such as tree planters or radical environmentalists
More than one person may select the same role. However, all
roles should be covered. You may wish to have students who select
the same role work on a joint presentation.
- Prepare
role descriptions and give one to each person or group.
- Hand
out the instruction page.
- Allow
about one week for students to prepare for the hearing. Some
class time may be allowed.
- Handout
the package of readings. The can be collected and used again.
Resources
- Videos: Carmanah
Forever, Temperate Rainforest which are available from the National
Film Board.
- “Forest Hearing
Assignment” and Role Playing Cards accompanying this Guide.
- Dennis Bueckert,
“Tree Loss Outpaces Growth Rate,” The Globe and
Mail, April 10, 1991.
- “Canadian
forest industry smeared abroad-minister,” The Time Colonist,
April 9, 1991
- Phil Knight, “Carmanah
Centre of Canadian Clear-cutting Controversy”, Source unknown,
for information contact
- Western Canada
Wilderness Committee, 20 Water Street, Vancouver, B.C., Canada
V6H 1A4.
- “Loggers warned
to become greener,” The Globe and Mail, March 27,
1991.
- Tom Spears, “Forests
healthy says federal study,” The Ottawa Citizen
, April 10, 1991.
- David Suzuki, “Timberman’s
treason cry chop chop,” The Toronto Star, May 18,
1991.
- Deborah Wilson,
“Tension rises in timber country,” The Globe and
Mail, November 12, 1990.
Evaluation
If you wish to evaluate students in this part of their course
work, you should consider the following components:
- oral
presentation
- written
submission to the panel
- written
reaction to the panel’s decision
- the
learning outcomes listed above
Information
for Students
Each group/individual
will prepare a paper to present to the Hearing Panel. You will
be given 3-5 min to present your paper orally. Then you must leave
a copy with the Hearing Panel. In your paper, you should try to
convince the Panel that your position is sound.
The Hearing Panel must listen to the presentation and ask questions
for clarification. Then, after the hearing, the Panel must study
the submissions and make recommendations. Should the logging proceed?
If so, under what conditions? The panel must give a rationale
for its decision.
Following the Panel’s presentation of its recommendations,
the whole class should consider the following points:
- Are you
satisfied with the Hearing Panel’s decision? Explain your
answer.
- What
is your opinion of the use of a Hearing Panel for issues such
as this?
- In what
ways could this procedure be made more effective?
- Write
a short personal reaction to this decision.
Logger
You depend on the continued expansion of the area logged to keep
your job. You realize that the forest company has failed to maintain
an adequate replanting policy.
Logger’s Spouse
You have two small children, and are a freelance writer who is
beginning to have conflicts with your wife over her company’s
logging practices.
Provincial Minister in charge of forestry
You believe that Canada must expand the area available to logging
to remain competitive. You are also concerned about Canada’s
image in world markets. You must coordinate with the Minister
of Tourism.
President of the forest products company
You are concerned about remaining competitive in world markets.
You are also concerned about the image your company presents nationally
and internationally.
Self-employed wildlife biologist
You are concerned about the destruction of this forest habitat.
You believe that it should be preserved for future generations.
Aboriginal leader
Your tribe has always regarded this area as part of your ancestral
lands. You wish to maintain the land in its original condition.
You are concerned that the aggressive actions of the environmentalists
might harm your land claims.
Stockholder in the forest products company
You live and work in Nepean, Ontario. Your idea of a good vacation
is a nice beach resort on an uncrowded beach on a tropical ocean.
Store Owner
You own and operate a hardware store in the town closest to the
area to be logged. Most of your customers are forest workers who
live in the town.
Director of the an environmental group
You believe that all original Old Growth forest regions should
be preserved at all costs.
Provincial Minister of Tourism
You realize that the recession and social contract have meant
a decrease in the number of Canadian’s traveling. You are
anxious to promote any new ventures which will promote foreign
tourists to Canada and keep Canadian tourists at home. You must
coordinate with the Minister in charge of forestry.
Mayor of a town close to the area to be logged
You realize that your town relies on the continued health of the
forest industry for its well being. You also know that expanded
logging is only a short term solution.
European Tourist
You enjoy hiking and camping in wilderness areas. The idea of
camping in a forest completely untouched by humans is a lifelong
dream. You want this area preserved so that your children can
enjoy it as well
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