Forest Conservation Debate

ABSTRACT
The Forest Conservation Debate is an activity where students role-play and present
arguments to decide the fate of a fictional towns only forest. The debate is intended to
stimulate each participant to delve deeply into the facts of the issue and develop articulate
and persuasive ways of presenting the information. In the activitys scenario, the State
government has recently decided to try
and bring in more money to the fictional
town of Eastern Mountain Pass and has
proposed a variety of development plans.
A moderator has been appointed to
organize a debate between the citizens
(who are divided over what plan to
approve) and several special interest
groups. The vote following the debate will
decide the fate of the Quaker forest of
Eastern Mountain Pass and thus the town
of Eastern Pass for years to come.
OBJECTIVES
At the end of this activity, you will be able to identify and discuss the problems associate with
sound management of forest resources.
INTRODUCTION
All too soon you will have adult responsibilities and be a voting member of your community.
Through this course, you have been learning about the importance of natural resources and
ways in which to properly protect and manage them for upcoming generations. Now is the
time for you to put all your knowledge together and help solve the problem of an imaginary
forest towns future development.
The problem is whether the forest town of Eastern Mountain Pass should allow:

A new commercial/residential area to be built;

For additional land to be available to mining and logging industries;
A new lodge style hotel on the beach and encourage tourism;
The creation of a biological reserve open only to forest scientists;
Continued hunting and fishing with no new development;
Or a combination of several uses for Eastern Mountain Pass.

Each person in the classroom will take the part of a voting citizen of the town of Eastern
Mountain Pass or become a member of a special interest group trying to convince the voters
towards their particular viewpoint. It is your job to take an active part in the debate, to listen
carefully to all arguments, and to decide the BEST use for the forest for ALL involved.
THE SETTING
The forest town of Eastern Mountain Pass has been the site of traditional fishing and hunting
activities for over 150 years. The town was originally settled after a brief (and small) gold
rush. Most of the gold that was mined was removed from the riverbed. Most citizens and their
ancestors have been involved in these occupations and take pride in living in harmony with
the forest. The scenery is beautiful and the buildings are old, but clean and neatly kept.

Several hundred yards within the forest is a mountain-fed river rich in fish, mainly trout,
waterfowl, and other organisms that are regularly harvested by the townspeople. The forest
has a rich diversity with abundant wildlife common to the forest mountain ecosystem,
including wolves, moose, bear, deer, and many other smaller woodland creatures. The climate
is mild but winter storms can bring several feet of snow. The large coniferous forests help to
slow the powerful winds before they reach the heart of town. The river is deep and wellprotected; many good roads have been built close to the banks to allow small fishing boats to
bring in their catch to local markets. The town is successful enough to support a small but
adequate sewer system and is nicely located near major power lines and a small airport.
THE PROBLEM
The State government has recently decided to try and bring in more money to Eastern
Mountain Pass and has proposed a variety of development plans. A moderator has been
appointed to organize a debate between the citizens (who are divided over which plan to
approve) and several special interest groups. A vote following the debate will decide the fate
of Quaker Forest and thus the town of Eastern Mountain Pass for years to come.
SUMMARY OF QUAKER DEBATE MEMBERS
Moderator ----------------- Voting Citizen
SPECIAL INTEREST GROUPS
Farming/Hunting/Fishing Special Interest Group

Fisherman or woman/citizen of Eastern Mountain Pass

Representative of farmers and fishermen and women
Hunters Club of Quaker Forest
DNR (supporting hunting and fishing)

Tourism Development Special Interest Group

Director, State Department of Tourism

City Council Member, Advisor to the Mayor of Eastern Mountain Pass
Foreign Investor

Forest Construction Special Interest Group

Forest Biologist (from Dept of Civil Construction)

Civil Engineer (from Dept of Civil Construction)
Chief, Dept of Civil Construction

Biological Reserve Special Interest Group

Conservationist (statewide lobbyist)

National Park Ranger, a forest biologist, conversationalist, specifically concerned with
the wildlife in the area on the threatened and endangered species list
Journalist (from the state capitol)

MATERIALS
For each student: Debate Viewpoint Card; Large name card indicating official title and role;
Rubric for assessing groups
PROCEDURE

1. Read your copy of the introduction to this activity and the Debate Viewpoint Card given
to you. Make sure you fully understand the viewpoint you are to take during the
debate. Your teachers will be available for any needed explanations.
2. Members of special interest groups making an oral presentation meet with your
group to:
Share your given viewpoints and ensure each member will contribute to the
development plan and group presentation
Select print or internet resources to read more about your topic and find arguments
and data to back up your position
Create a development plan for the Quaker Forest that reflects your groups special
interests and has a strong argument for enhancing and sustaining the forests
resources for the community
Write a one page group position paper stating
a. Each members title and affiliation
b. The general goals for development
c. Potential financial impact/costs
d. Pros and cons for your development plan
One member of the group may act as a liaison to the other groups with similar
positions with whom you feel you can make alliances. Political decisions are often
made through compromises between groups with complementary interests. The
liaison may meet with other groups to find common ground and strategize on how
they can work together to get as much of their position approved as possible. You
may want these negotiations to remain secret.
3. Voting citizens who will not be making a formal presentation meet with your
teacher(s) as a group to:
Select print of internet resources to read more about forest resources and
similar case studies that have occurred in other areas of the country
For each of the special interest groups, create a series of questions to ask
concerning:
i. Building infrastructure and costs to the community
ii. Taxation benefits
iii. Potential changes in job opportunities
iv. Potential ecological and environmental problems
v. Social problems created
vi. Benefits to the community
vii. Benefits to the state as a whole
Strategize and agree on critical elements that must be present in each plan in
order to properly assess which plan should be implemented
Be aware of liaisons that might have formed between members of special
interest groups. Political decisions are often made through compromises
between groups with complementary interests. The liaisons may be meeting
with other groups to find common ground and strategize on how they can work
together to get as much of their position approved as possible. Some of these
negotiations may remain secret be ready with challenges during the debate.
4. Moderator meet with your teacher(s) to:
Select print or internet resources to read more about coastal resources and
similar case studies that have occurred in other areas of the country, so that you
can be an informed facilitator
Go over the rules and regulations of good debating and strategize how you will:
i. Keep questioning democratic and not let outspoken participants dominate
the debate;

ii. Develop debate ground rules to be posted and reviewed during the
debate;
iii. Keep participants to their assigned time constraints;
iv. Facilitate keeping speakers on topic;
v. Organize the distribution of print information and additional resources
created by groups;
vi. Count and announce the debate results.
Political decisions are often made through compromises between groups with
complementary interest. Strategize how you may have to modify the issues to
be voted on, if compromises between groups appear to offer the best solution
for Bay development.
DEBATE VIEWPOINT CARDS
(originally developed by the Sea Grant Program, USC: used with permission)

MODERATOR (non-voting)
You have a KEY role. You have to control the rhythm of the debate, being flexible and
maintaining the pace of the debate at the same time. Each person will have only two minutes
in which to express their point of view. An appointed speaker for each group may summarize
the groups viewpoint in two minutes. This speaker will answer all questions put to the group
by voting citizens. Use your power to keep speakers WITHIN TIME LIMITS and create a fastpaced, exciting debate.
VOTING CITIZENS
You live on the outskirts of Eastern Mountain Pass and are not very familiar with the Quaker
Forest and its problems. Your function in the debate is to listen to the arguments, think
objectively, and formulate your opinion. It is your job to thoughtfully analyze and question
the information that is presented to you; therefore, you find it in your civic duty to ask
questions of the appointed speakers for each special interest group. Remember that YOU will
decide, by the way you and other voting members cast your ballots, the future of the forest.
Vote according to the interest group which you feel has made the best presentation of its
argument and will allow sustainable development of your Forest.
FISHERMAN OR WOMAN, CITIZEN OF EASTERN MOUNTAIN PASS (voting)
You are a bit of a rebel. The towns representative for the farmers and fishermen and women
is younger than you and less experienced. This representative is also a farmer and you dont
think a farmer can be an adequate spokesperson for fishing. You know the limits of
production of the Forest Rivers ecosystem (how many fish and invertebrates can be taken)
because you have worked for many years at your occupation. You are against development
and want to participate in keeping the forest and its river open for fishing where your
relatives have fished for generations.
FOREIGN INVESTOR (non-voting)
You have two problems: a) you cannot understand WHY the people of Eastern Mountain Pass
dont want their forest developed, and b) because of your past business dealings, you HAVE
TO invest your money quickly in the proposed hotel. If you are not able to invest this money
within the next two months, you will go to JAIL for tax evasion.
FOREST BIOLOGIST (Dept of Civil Construction) (non-voting)

It is your JOB to defend the position of the Department of Civil Construction and obtain
permission to begin forest construction. You have a SMALL AMOUNT of data that indicate that
EITHER fishing or farming OR tourism (but not both) can coexist nicely with the activities of a
new forest. There are other kelp forests within your state and you believe that making
Quaker Forest a biological reserve would make it unnecessarily special and slow economic
development in the state.
CIVIL ENGINEER (Dept of Civil Construction) (non-voting)
You KNOW that the banks of the river are strong enough to support a large lodge style hotel.
The network of roads and land for parking is perfect and does not present any ecological
problems. What you do NOT have data on is the effect of winds, winter weather, and flood
stages for the river. Even so, it is your job to assist your department head in getting
permission to begin hotel construction.
CHIEF, DEPT OF CIVIL CONSTRUCTION (non-voting)
Our department has a plan for constructing a new hotel facility in Quaker Forest for some
very good reasons: a) The town needs a new, modern hotel (the old one is falling apart), b)
A new hotel would bring in LOTS of state money, c) Quaker Forest is within a good road
network and therefore is the EASIEST site for immediate construction. You do not know
whether other types of tourism can coexist with the hotel, and for the time being, you DO
NOT CARE! In either case, you believe YOUR department (not the Department of Tourism)
should control the location of the new hotel.
CONSERVATIONIST (State Lobbyist) (non-voting)
You represent a POWERFUL group on the state level that has strong ties with national and
international conservation and wildlife societies. Your organization wants to convert Quaker
Forest into a national biological reserve open ONLY to forest scientists. According to your
organization, the forests and its inhabitants, along with the river ecosystem, represent a
national treasure that MUST be protected. Your organization has not yet made a decision
about the role the townspeople play in the Forest ecosystem (you believe they may or may
not have a future effect on the proposed reserve). There is NO doubt that your organization
does not want ANY type of development in the Forest!
NATIONAL PARK RANGER (a Forest Biologist working for conservationists) (non-voting)
Your specialty is forest ecosystems. Since Quaker Forest is one of the few large and healthy
old growth forests left in the state, you are CONVINCED that they should be protected and
reserved only for scientific research. In addition, you are SURE that both the presence of the
town (and its wastes) and the continuing fishing in river waters surrounding the forest
presents a great danger to the health of the ecosystem and the entire forest.
JOURNALIST (from the State capitol) (non-voting)
You have a journalistic reputation as a defender of nature. Some of your articles have been
very effective in the fight for conservation legislation. You enthusiastically support the
development of a biological preserve in Quaker Forest. You want to write a series of articles
that will convince the citizens of Eastern Mountain Pass that a biological preserve is the BEST
use of the Forest.
DEBATE PROCEDURE
1. The Moderator will be seated at the front of the classroom. Members of Special Interest
Groups should be seated together and have a chance to discuss their strategy as well

as to choose a speaker to answer questions during the debate. Display your official
name care prominently for identification.
2. Position papers developed by all Special Interest Groups should be available at the
door, to be picked up and read by all voting citizens and onlookers, as the room is
being seated.
3. The Moderator will have five minutes to:
a. Welcome all participants
b. Post and go over the Rules and Regulations for Debates
c. Briefly summarize the problem and begin the debate by saying:
We are here to decide the fate of Quaker Forest. Various solutions have been proposed and
each interested group will have a chance to speak. Each member of the four major Interest
Groups will have two minutes ONLY to state their reasons WHY voting citizens should consider
only THEIR plan. The appointed speakers will be allowed two minutes for a summary of their
Interest Groups plans. After all plans have been presented, voting citizens will then have a
chance to ask questions. Questions may be answered by the appointed speaker for each
Special Interest Group. After five minutes of questions, all voting members will write on a
piece of paper the plan they feel represents the BEST use for Quaker Forest. Majority rules.
We will begin with the Farming/Fishing/Hunting Special Interest Group.
4. Each member of the Farming/Fishing/Hunting Special Interest Group will have two
minutes to state their arguments. A designated member of the group will have one
minute to summarize their groups position. Voting Citizens (including those in other
Special Interest Groups) will have five minutes to ask questions and receive answers
from the group.
5. In turn, the Moderator will then call on the Tourism Development Special Interest
Group, the Hotel Construction Special Interest Group, and the Biological Reserve
Special Interest Group to state their arguments. Voting Citizens (including those in
other Special Interest Groups) will have five minutes to ask questions and receive
answers from the group.
6. At the end, Voting Citizens will have five minutes to ask any final questions before
filling out their debate assessment rubrics and casting their vote.
7. The Moderator will then have five minutes to ask all voting members to cast their
ballots, returning their folded votes to the Moderator for counting.
8. The Moderator will then announce the majority decision.
STUDENT DEBATING TIPS
Is your argument convincing? Do you believe in your argument? You need to be confident
that your argument is logical and persuasive.
Organization: Organize your argument into an introduction, body, and conclusion. Try and
develop your argument into an overall theme and link between parts as seamlessly as
possible.
Language: Write out your main points and then rewrite them to ensure that your sentence
structure and grammar is the best possible. Read it aloud to make sure that it sounds as
good spoken as it is written on the page. However, your debate will not be effective if you
have to rely on cue cards. Memorize key points and phrases.
Logic: If your argument isnt logical, then youre sunk. Make sure it makes sense. Try it out
on a friend or family member before you try it out in the debate.

Evidence: Use many different types of evidence; try and avoid making points that arent
supported. You can use personal experiences, examples, statistics, or quotes from
newspapers, books, or the internet to make your points.

DURING THE DEBATE:

Use the debate format to your advantage: identify the key arguments of opposing groups and
rebut them. Dont speak over time and dont interrupt.
Delivery: Speak clearly and audibly and if possible, with confidence and style. Use body
language that makes it seem like you are in control. Consider the way you stand, the hand
gestures you use, and try to make eye contact with the audience. The less you rely on cue
cards and notes, the more effective your arguments will seem.
RULES AND REGULATIONS (may be amended by the Moderator)

Adhere to your viewpoint

Listen carefully
Participate openly
Ask for clarification where necessary
Value others opinions, but refer to data to defend your own position
VOTING CITIZENS ONLY!

RUBRIC FOR ASSESSMENT OF _______________________ SPECIAL INTEREST

GROUP
CATEGORY
Understanding
of Topic

Viewpoint

Information

4 POINTS
The team
clearly
understood
the topic indepth and
presented
their
information
forcefully and
convincingly.
Point-of-view,
arguments,
and solutions
proposed were
consistently in
character.
All information
presented in
the debate
was clear,
accurate, and
thorough.

3 POINTS
The team
clearly
understood
the topic indepth and
presented
their
information
with ease.

2 POINTS
The team
seemed to
understand
the main
points of the
topic and
presented
those with
ease.

1 POINT
The team did
not show an
adequate
understanding
of the topic.

Point-of-view,
arguments,
and solutions
proposed were
often in
character.
Most
information
presented in
the debate
clear,
accurate, and

Point-of-view,
arguments,
and solutions
proposed were
sometimes in
character.
Most
information
presented in
the debate
was clear and
accurate, but

Point-of-view,
arguments,
and solutions
proposed were
seldom in
character.
Information
had several
inaccuracies or
was usually
not clear.

thorough.

Use of Facts
and/or
Statistics

Every major
point was well
supported with
several
relevant facts,
statistics,
and/or
examples.

Every major
point was
adequately
supported with
relevant facts,
statistics,
and/or
examples.

Organization

All arguments
were clearly
tied to an idea
(premise) and
organized in a
tight, logical
fashion.

Most
arguments
were clearly
tied to an idea
(premise) and
organized in a
tight, logical
fashion.

Presentation
Style

Team
consistently
used gestures,
eye contact,
tone of voice,
and a level of
enthusiasm
that keep the
attention of
the audience.
All statements,
body
language, and
responses
were
respectful and
were in
appropriate
language.

Team usually
used gestures,
eye contact,
tone of voice,
and a level of
enthusiasm
that keep the
attention of
the audience.

Respect for
Other Team

Props/Costume
s

Student uses
several props
(could include
costume) that

Statements
and responses
were
respectful and
used
appropriate
language, but
once or twice
body language
was not.
Student uses
one or two
props that
accurately fit

was not
usually
thorough.
Every major
point was
supported with
facts,
statistics,
and/or
examples, but
the relevance
of some was
questionable.
All arguments
were clearly
tied to an idea
(premise) but
the
organization
was
sometimes not
clear or
logical.
Team
sometimes
used gestures,
eye contact,
tone of voice,
and a level of
enthusiasm
that keep the
attention of
the audience.
Most
statements
and responses
were
respectful and
in appropriate
language, but
there was one
sarcastic
remark.
Student uses
one or two
props which
may not be

Every point
was not
supported.

Arguments
were not
clearly tied to
an idea
(premise).

One or more
members of
the team had
a presentation
style that did
not keep the
attention of
the audience.

Statements,
responses,
and/or body
language were
consistently
not respectful.

The student
uses no props
OR the props
chosen detract

accurately fit
the role, show
considerable
work and
creativity, and
make the
presentation
better.
TOTAL POINTS

the role and

make the
presentation
better.

totally suitable
but do not
detract from
the
presentation.

from the
presentation.