Should the Endangered Species Act of 1973 be left alone so the legal system is left to decide the toughest cases? Should the Endangered Species Act of 1973 be revised in order to increase economic growth without endangering listed species? Can this even happen? In this lesson, you will learn about which species are covered under the 1973 Endangered Species Act, the different organizations and their philosophies on how to protect these species, and how each group’s policies are driven by self interest as you weigh each group’s costs and benefits.
Go to the web site:
https://www.answers.com/search?q=endangered-species-act and read the summary of The Endangered Species Act of 1973 from the Encyclopedia of Public Health and the Law Encyclopedia. Answer the following questions:
Now visit Earth's Endangered Creatures site, to view a list of the species in North America that are endangered. By looking at those in North America you will be able to apply the lesson to their own society.
Pick a species from this list to research. Find a picture and write a description of the species in a word document. Make sure you pick a species with sufficient information to answer the questions as some species have more information available than others. This is a very brief summary of the species, as we will be using the species later on in the core part of the lesson.
Cost/benefit analysis is vital when determining whether or not to save an endangered species habitat or to follow through with urban development plans.
As you will read in the next web site, an urban-sprawling town of Tucson, Arizona has a school district on the northwest side of town with a high school that can operate effectively with just over 2,000 students. It now has over 3,000 students. The district bought a 40-acre parcel a few years ago to build a new high school to alleviate the overcrowding problem at the one high school; however, an endangered species might be living on the property.
Read the story, https://www.tucsonweekly.com/tw/05-07-98/curr5.htm Select a group from the list below to represent in an arbitration hearing.
Instead of examining the impact of the endangered owl that is the subject of the "Owl Play" article, imagine that the endangered species that you researched above is the one resident on school property. Come up with a list of costs and benefits for building the school from your group's point of view. For each item in your list, identify the timing of each. For instance, does a particular benefit occur immediately, or does it lie in the distant future? Be prepared to argue the case in front of an arbitrator.
Grades 9-12
Grades 9-12
Grades 9-12
Grades 9-12
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