1 hr
The peak of Mount Everest, highest point on Earth, illuminated by the sun.

Students investigate current Nepalese and Chinese regulations related to tourism and Mount Everest expeditions in order to understand what is being done to support the sustainability of Mount Everest. Students begin brainstorming ideas to develop a class-created Mount Everest Bill of Rights.    

DIRECTIONS

This activity is part of the Mount Everest: What Goes Up Should Come Down unit.

 

1. Students view several examples of various Bill of Rights and determine their purpose.
    • Display for the class both of the following images of the United States Bill of Rights and discuss the contents as well as the stylistic differences between the two:
        • Ask students: If the United States Bill of Rights’ purpose is protecting citizens from the government, what is the purpose of Children’s Outdoor Bill of Rights? Who is the audience it addresses? (Possible answers: protecting the outdoor experiences of childhood; children, parents.)
        • Ask: Why might people feel it is necessary to state these “rights”? (Possible answers: to protect the childhood experience from modern day technologies that might keep them indoors, or to protect children from too much structure, technology, and a sedentary lifestyle. To encourage people to let children experience the outdoors in all of its glory and messiness.)
    • Ask: What would a bill of rights developed to protect Everest look like? Begin developing a class-created Everest Bill of Rights by having students share their ideas on what should be included. Write students' responses on chart paper or a projected document.  
    • Ask: Of the Bills of Rights we’ve looked at, what impacts whether or not you would actually take the time to read it?
      • Try to get students to pull out the importance of visual appeal and readability. Connect to font style and size choices. Discuss whether students prefer sectioned off areas or bullet points.
      • Explain that as students move forward towards the culminating project, they will want to take visual appeal and readability into consideration because public documents meant to promote change and positive action only make a difference if people are willing to read them.

2. Students browse U.S. government-based websites that demonstrate governmental actions taken to protect specific environments to begin considering what Nepal and China’s responsibilities should be in protecting Everest.
    • Have students visit the National Park Service Timeline (Annotated) and identify protections provided to National Parks through United States regulations, such as the Antiquities Act of 1906 and the Wilderness Act of 1964. As they explore the timeline looking for regulations that have protected the environment, students should note: 1) the name of the regulation, 2) what it protected, and 3) the year it came into existence.
    • Ask: Based on this timeline, what types of governmental protections has the United States put into place to protect our unique natural areas? (Possible answers: the Yellowstone National Park Act of 1872 claimed over two million acres of land previously open to settlement, occupancy, or sale, and dedicated it and set it apart as a public park or pleasuring-ground for the benefit and enjoyment of the people. Also, the Wilderness Act of 1964 established a preservation system and provided legal protection for parks that were threatened by development.)
    • Direct students to the Rules and Regulations of the Yellowstone National Park for further inspiration for their brainstorming. Point out a couple of the regulations, such as “The cutting or spoliation of timber within the Park is forbidden by law.” 
        • Ask: How is this an example of the government taking responsibility for protecting unique natural environments in the United States?
    • Ask: Based on reading you have done throughout this unit, what types of rules and regulations have we already learned about in regard to climbing Mount Everest? (Possible answer: Climbers must pay a fee.)

3. Students read two articles offering varying perspectives and collect examples of existing governmental regulations and proposed regulations to protect Everest on the Government’s Responsibilities Versus Individuals’ Responsibilities for Protecting Everest Venn-diagram.
 

4. Students participate in a whole-class wrap-up discussion.
  • Have students share in a round-robin class discussion on at least either one governmental responsibility they read about, or make a suggestion based on their reading about a proposed “right” for the class Everest Bill of Rights that was started at the beginning of the activity.  Record student responses on chart paper or a projected document.

Informal Assessment

Informally monitor students’ recordings on the Government's Responsibilities Versus Individuals’ Responsibilities for Protecting Everest worksheet to clarify any misunderstandings.

Extending the Learning

Debate Extension: As a class, read the article Everest Needs to Go More Commercial. Organize a class-wide debate on the topic allowing students to prepare their argument with other resources that have been used during the unit.

45 mins
Leave No Trace is a research, education, and initiative designed to help people minimize their impact on the outdoors.

Students consider the responsibilities of mountaineers and other outdoor tourists and compare and contrast their responsibilities to those of the government to protect Mount Everest. Students complete a class-created Everest Bill of Rights and begin considering how one of the rights could be used for an infographic promoting responsible use of outdoor recreational areas.    

DIRECTIONS

This activity is part of the Mount Everest: What Goes Up Should Come Down unit.

 

1. Students participate in a gallery walk of several examples of infographics in order to answer questions about how the infographics recommend individuals or governments take specific responsibilities and how they use specific visual elements to draw attention to the key points.

2. Students visit the National Park Service website to identify examples of individuals' responsibilities. They could add to the Government’s Responsibilities Versus Individuals’ Responsibilities for Protecting Everest Venn diagram.


3. Facilitate final additions to the class Everest Bill of Rights.

  • Conduct a full class discussion by asking: What are three new ideas we can add to our Everest Bill of Rights? Encourage students to think about which of the rights they have created could best be highlighted with an infographic.

Informal Assessment

Monitor student work on the Government’s Responsibilities Versus Individuals’ Responsibilities for Protecting Everest to ensure students understand the difference.

Collect Infographic Gallery Walk Reflection and check for understanding of how to read an infographic, as well as the ability to identify key elements in visually appealing infographic design.

1 hr 30 mins
Mount Everest is the highest point on Earth standing at approximately 8,850 meters (29,035 Feet).

Students design and create a clearly written and visually appealing infographic focused on one of the rights from a class-created Everest Bill of Rights. 

DIRECTIONS

This activity is part of the Mount Everest: What Goes Up Should Come Down unit.

 

1. Students are shown an example of an infographic planner before selecting one right for Mount Everest that they are going to create their infographic on.

2. Students select one of the classes' created rights from the Everest Bill of Rights and beginning planning their infographic.
  • Have students select one of the rights from the class-created Everest Bill of Rights list developed in the previous activities and have them complete their Rights of Mount Everest Infographic Planner on their selected right. Have students submit their completed planner for teacher approval prior to creating the infographic to allow an opportunity for any necessary guidance or redirection.

3. Students create an infographic to teach the community about one of the rights of Mount Everest and participate in a gallery walk to review and learn their peer’s infographics.    
  • Have students create an infographic on one of the rights of Everest. When students have finished their infographics, hang the infographics in the classroom or hallway and have students participate in a gallery walk. Prior to the walk, establish the purpose. Examples include:
      • As you view each infographic, identify elements of each graphic that exemplifies visual appeal. Leave a compliment for the creator on a sticky note.
      • As you view each infographic, identify which three most clearly present their ideas. You may place a sticker next to the three infographics you select.

Rubric

Use the provided rubric to assess students’ culminating projects:

  • Student products should demonstrate a clear understanding of the responsibilities of citizens and governments in protecting natural areas.
  • Student products should demonstrate an understanding of the purpose and implementation of public policies.
  • Student products should explain potential approaches or solutions to current economic and environmental issues that show clear consideration to potential benefits and costs for different groups and society as a whole.
  • Student products should be organized, succinct, visually appealing, and appropriate to the selected audience and purpose.

Extending the Learning

Community Service Extension: Have students participate in a cleanup of a local hiking trail, park, green space, or another natural area.

Art Extension: Have students use materials from local area cleanup to create an upcycled artistic visual that promotes awareness of environmental concerns within our natural recreation areas.

Community Involvement Extension: Contact the local Parks and Recreation Department or city hall and ask if the final student-created products can be presented as a gallery during a City Hall meeting or organize a community park cleanup. Invite community members to vote on their favorite.

Subjects & Disciplines

  • Conservation
  • English Language Arts
  • Social Studies
    • Civics

Objectives

Students will:

  • Read infographics and identify specific information as well as visual elements the infographic uses to communicate a message to the audience.
  • Understand that governments have some responsibilities in protecting natural spaces within their jurisdiction, but local organizations must work with the federal government in writing, enforcing, and maintaining environmental regulations.
  • Create an infographic about ethical mountaineering or other forms of outdoor recreation.
  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop and demonstrate a coherent understanding of a topic or issue.
  • Distinguish the powers and responsibilities of citizens from those of others.
  • Acknowledge citizens’ responsibilities in protecting outdoor recreational areas.
  • Be able to identify rules and regulations that protect natural areas.
  • Analyze infographics to identify information and visual elements used to communicate a message to the audience.
  • Understand the importance of visual appeal and readability in public documents.
  • Understand that governments have some responsibility to protect natural spaces within their jurisdiction.
  • Analyze the purpose, implementation, and consequences of public policies that impact Mount Everest and other natural areas.
  • Distinguish the powers and responsibilities of political parties from those of citizens.
  • Brainstorm a list of potential rights for an Everest Bill of Rights.

Teaching Approach

  • Project-based learning

Teaching Methods

  • Brainstorming
  • Information organization
  • Modeling
  • Multimedia instruction
  • Reading
  • Reflection
  • Writing

Skills Summary

This lesson targets the following skills:

Connections to National Standards, Principles, and Practices

Common Core State Standards for English Language Arts & Literacy CCSS.ELA-LITERACY.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-LITERACY.RI.6-8.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. CCSS.ELA-LITERACY.SL.6-8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.WHST.6-8.1.B: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Reading Standards for Literacy in History/Social Studies 6-12: Key Ideas and Details, RH.6-8.1 Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12: Production and Distribution of Writing, WHST.6-8.4.The College, Career & Civic Life (C3) Framework for Social Studies State Standards D2.Civ.13.6-8: Analyze the purposes, implementation, and consequences of public policies in multiple settings. D2.Civ.1.6-8: Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts. D2.Eco.2.6-8: Evaluate alternative approaches or solutions to current economic issues in terms of benefits and costs for different groups and society as a whole.

What You’ll Need

Required Technology

  • Internet Access: Required
  • Internet access: Required
  • Tech Setup: 1 computer per classroom, Monitor/screen, Printer, Projector, Speakers, Word processing software

Physical Space

  • Classroom
  • Community center

Setup

  • None

Grouping

  • Heterogeneous grouping
  • Individualized instruction
  • Large-group instruction

Accessibility Notes

  • None

Background Information

Unique natural areas like Mount Everest are some of our world’s most wonderful and awe-inspiring destinations. People travel far and wide and invest great amounts of time, money, and personal energy for the opportunity to step foot even in Base Camp I, and then risk their lives to ascend and reach the summit. However, human interference in natural areas comes with its own consequences that can only be controlled through individuals and governments taking responsibility for the preservation of our natural world. Necessary laws and regulations are important in land and resource management, particularly as a means of imposing restraints. These restraints, whether local, national, or international, are designed to protect the environment from damage and abuse, and to explain the legal consequences of such damage for governments or private entities or individuals.

 

This lesson is part of the Mount Everest: What Goes Up Should Come Down unit.

Prior Knowledge

  • The United States Bill of Rights exists as a safeguard for citizens of the United States from the government. It sets rules that the federal government must abide by when judging its citizens in order to protect people from corruption of power.
  • Infographics present information visually and succinctly. They integrate design, writing, and analysis with the bulk of the information you want to convey.
  • Governmental agencies of the United States keep accessible records of their laws, policies and regulations, and responsible citizens read about and understand their rights and responsibilities.

Recommended Prior Lessons

Vocabulary

Bill of Rights
Noun

first 10 amendments to the U.S. Constitution.

citizen
Noun

member of a country, state, or town who shares responsibilities for the area and benefits from being a member.

citizenship
Noun

behavior of a person in terms of their community.

global citizen
Noun

person who recognizes the rights and responsibilities, according to the UN Global Education First Initiative, "associated with the interconnected global challenges that call for far-reaching changes in how we think and act for the dignity of fellow human beings." 

infographic
Noun

visual representation of data. Also called information graphic or graphic.

initiative
Noun

first step or move in a plan.

land management
Noun

process of balancing the interests of development, resources, and sustainability for a region.

Mount Everest
Noun

highest spot on Earth, approximately 8,850 meters (29,035 feet). Mount Everest is part of the Himalaya and straddles the border of Nepal and China.

refuse
Noun

trash, garbage.

regulation
Noun

rule or law.

responsibility
Noun

being accountable and reliable for an action or situation.

stewardship
Noun

responsible management to ensure benefits are passed on to future generations.

Noun

use of resources in such a manner that they will never be exhausted.

sustainable
Adjective

able to be continued at the same rate for a long period of time.