Sep 7, 2004 - and backgrounds to understand, thrive in, and enhance our world ...... look at and compare high alpine flora in the tropics. ...... the oval bowl shaped structures in the region. ...... It was not until 1976 that the BLM was directed to follow the guidelines ...... with a water ski because it was the only wood?
Prescott College
Winter Wilderness Orientation Bio regional Resource Guide
Compiled and edited by Dr. Joel Barnes and students from the Environmental Education Methods for Adventure Educators Course
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Prescott College For the Liberal Arts and the Environment
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Mission
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he mission of Prescott College is to educate students of diverse ages and backgrounds to understand, thrive in, and enhance our world community and environ1nent. Prescott College regards learning as a continuing process and strives to provide an education that will enable students to live productive lives of self-fulfillment and service to others . Students are encouraged to think critically and act ethically with sensitivity to both the human community and the biosphere. The philosophy of Prescott College stresses experiential learning and self-direction wit11in an interdisciplinary curriculum.
© 2007 by Prescott College 220 Grove Ave Prescott, AZ 86301 (928) 778-2090 www.precott.edu
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Table of Contents
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............... 9
Acknowledgements .....
Introduction ........................................................ . 11 Dear Wilderness Orientation Instructor and Students . . ............... 12 The Role of Environmental Studies and Environmental .. 14 Education in Adventure Education . . . .. . . ...... . ............ 15 Broad Areas of EE and ES Most Relevant to AE ..16 What's Inside this Resource Guide? ............................. . I Environmental Education ....... , , .................................. . 19 Awareness to Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 ..20 Awarness to Action Continuum . .22 Activities Table ..................................... . ...... 22 How to Use the AWareness to Action Table 1\wareness to Action Continiuum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 22 How to choose an EE activity .............. . ...... 23 2 Teachable Moments ................................................. 25 Greetings Orientation Instntctors and students ...................... . ...... 27 Superstition Wilderness Trails . .29 Trail #103 Boulder Canyon Trail . . .29 ................................. Trail #104 Dutchman's Trail .................................... 29 Trail #106 JF Trial . . . .. . .. .. . . .. ................................. 31 Trail #107 Red Tanks Trail . . . . ........... . ... 31 Trail #108 Coffee F1at Trail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........ .33 ............... 34 Trail #109 Reavis Ranch Trail ........................................ 35 Trail #110 Rogers Canyon Trail .. .......... .. ... 35 Trail 111 Hoolie Bacon Trail .................. 36 Trail #23S Bluff Springs Trail ............... 36 Trail #236 Second Water Trail . ...... 37 Trail #238 Whiskey Spring Trail .. .................... 38 Randolph Canyon Route . ............................ 38 Grand Canyon Trails . .. .. 38 Hermit Trail ................. . . .. 41 Tonto Trail . ..............................43 Tanner Trail Escalante Route . . . . . . . . . ................ . ... 46 3 The Natural Story ................. , ............................... .49 Arizona . . . . . . . . . . . . . . . . . . . . . . . . . . . .. SO Welcome to Arizona: Beginnings . ...................... . ... SO Cultunil History . .......... .......... . ....... S2 The Mexican-American War . . . . . . . . . . . ...... S2 The Gadsen Purchase . . . . ........... . .................... S3 The Arizona Territory and the Making of a State ........... , . . .S3 Growth and Industry ............ . .................. S4 Ecology and Natural History ....... SS Drought and Flash Flood: The Climate of Arizona . . . . . . . . . . . . . ..... SS Meniam's Life Zones ......... ......... . ..... SS What is a Desert . . . . . . . . . . . . ................... 60
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Limited Moisture ................ . ... .. ............. ... .... . ............ . .. 61 Extremes in Temperature . . ........... . . ............ . ....... . ...............61 Prescott, Arizona ..................... . ........... . . . . . .. .................... 62 Cultural History: Human Story of Prescott, Ariiona ....... . ............... . ..... 62 The First People of Prescott .............. .............. . .... . . . . ............ 62 Yavapai ... .................. . ... ............ ....... . . . .. . . .. . .. ..... . .... 62 Americans .. .. .............. . . .. ..... . ...... . .... . .... . ..... . ....... . .... 63 Prescott Today ............................... . ....... . . . . ................. 64 Geologic Story of Prescott, Arizona ........................................... 64 I Jome in the Mountains: The Story of Prescott ........... . ..•... . .............. 64 Ecology and Natural llistory ...... . ............................ . ....... . .... 68 '!11e Ponderosa Pine Forest ....... ...... ...... . . ...... . . . ......... .... . ...... 70 Fire Ecology ............... . . .. ............. . ...... . .. . .... . ......... ..... 70 Riparian Communities ...... . . . . .. .... . ..... . ............ ... . . ...... ....... 71 Habitat: Wildlife in Prescott ... .. . ... .. . .. . ....... ... .. . .... . ... . .... ... . .... 72 Settlement and the Forests of Prescott, A1izona .... . . .. . ................... . .... 74 Superstitions Wilderness ........... . . . ... .. ....................... . ........... 75 Cultural History of the Superstitions ................. . ........................ 75 The Salado Culh1re .... . .............................. . ..... . .. . .... . ...... 76 \Vho were the Ilohoka m .......... . ...... . ............. . .........•...... . ... 77 Agriculture and Canal Systems .... ............. . .......... .. .... . ........... 77 Disappearance and Discovery of the Canal Builders ................ . . • ....... . . .78 Towa Quaatam Ochse .......... ... . .. ............... . .... . ...... . ......... .80 Suik .... ................. . ......................... ... .................. 80 Tawquahdahmawk ...... . .... .. . .................... . . . . ... ..•............ 81 The Great Flood ................................................ . .........82 Ecology and Natural llistory of the Sonoran Desert ... . ............... . .........84 Desert Ecosystems ..................................... .... ...... . .. . .... . .84 Deserts of North America .......... . ...... . .. .. . .. .........................84 Riparian Ecosystems ............. ... ... . .. . .................. .. ...... . .....85 Geologic Story of the Superstitions . .... .. . ............... ... ....... . ..... . ...87 Public Lands and Issues ............. . . . . . . . . ... .......... . . .. .... . ............ 91 Definition of Wilderness ... .. .. . .. . . .... . .. ...... .. ...... ... ..... . ......... 92 References .. . ........................... . ...... . ............... . ......... 94 Wilderness Act ................................. . .......... ... ............ 94 Wilderness System Established Statement of Policy ...... .. ...... . ... . . . ......... 94 Definition of Wilderness ......................... . ......... ...... . ......... 95 Extent of System ..................•............. . ......................... 95 Use of Wilderness Areas .............. . ... . ................. ... ... . ......... 98 Prohibition of Certain Uses ............. . . . ......... .. .. ... ....... . ..... . ... 98 Special Provisions ............... . ............... . ... ..... . ...... .......... 99 State and Private Lands within Wilderness Areas ... . . ..... ... . ................ 101 Gifts, Bequests, and Contributions ........ ......... . . . .................. . .... 101 Annual Reports ......................... . .......... . . . . . . . ..... . ......... 102 Legislative History .......... . ............ . ....... . ........................102 Public Lands Timeline ................................... . ..... . . . .. . .....102 Quotes from the Public Land Players ........................................ 104 Grand Canyon ............................ .. . . ....... . . . . . .. . .............. 106 Cultural History of the Grand Canyon .......•.......... .... . .... .. •• ........ 106 The First People of Grand Canyon .......... . ....... .. . .... . . . ... . . ......... 106 European Cultures and the Grand Canyon ..... • . . ... .. •. ..... .. ..... ......... 108 National Park! ....................... . . . . . .............. . . ...............109 Major John Wesley Powell ............................ ... ...... . . . ......... 110 6
Geologic Evolution of the Grand Canyon ..... ... . .... . ..... . ....... .. ......... .113 Natural St01y of the Grand Canyon ......... . ..... • ............. ......... ....113 Weathering and Erosion ......... ...... .........................•..........117 Ecology and Natural History of the Grand Canyon ... ...... . . . . . . . .. . .......... 118 The Abert and Kaibab Squ irrels ........ . ... . ..... . .. ... . . . . . ...... .......... 119 Wildlife Diversity ............ ... .......... . ... ... . ................ . • ..... 120 The Glen Canyon Dam ....... ..... ......... . .. • .. .. ................. . ..... 120 Invasive Exotic Plants: The Tamarisk . .. . .... . . .. . . ........ .. . ........... .... 121 Public Laud Issues of the Grand Canyon ........................................ 122 Yesterday and Today: The Colorado River and Its Deltas ........... . . . .......... 122 Sense of Place: Grand Canyon ............................. ... .. .. ..... . .... 124 Mountain River in a Desert Land: The Colorado River ............... . ........ .124 The Green River ................. .... ............. ... . . . .. ... . ......... ..125 Dams and the Colorado River through the Grand Canyon ..... .. ........... . .... 126
4 Playful Learning: Environmental Education Activities ........... . ... .... .129 Cultural History ........... ........ . . ... ... . .. . . . . ....... . .................. 130 Cultural History of the Superstitions: A Timeline .... ...... . . . ......... ........ 130 The Hohokam and Desert Plants: Making Cordage .......... . ................. .132 Geology134 How Time Flies .............. . . . .........•.............................. .135 Life of a Rock ........ . ....... ..... . . ................ . . . . ................. 136 Rock Charades .................. .... . . . ................ . .... . . . ......... 137 Maps Rock .......... . .......... . .. . . .... .. ...... • . . .. . ........ .. ... . ... .138 A Kaleidoscope of Time .................................. . ...... .• .. .. .... 139 Granite Wtinkles . ................... ... .. . ...... . ...................... ..141 Water ............. .. . .. ... .. .... ...... ... .. ....... .. ... . . ... . ........ ... 143 Earth's Water To Go .... . ... .. .................................. . ......... 143 Finding Watersheds .......... . . ..... . ..... .. . ...... . .......... .... ........ 146 What is a Watershed ............ . . .... ..... ............................... 148 T he Water Cycle ........ ...... . . ................... . .... . . .. ...... . ...... 150 Ecology and Natural History .......... .... ............ . . .. ... ................ 152 La Barge's Bouncing Tn~es ........ . . .. . . .............. . ............. . . . ... . 152 Superstitious Plants ................ . ........ . .............. • ............. 153 Riparian Metaphore ... .. . .......... ... ....... . ...... . ....... . . ..... .. ... .154 We are All One ........ . ... .............. ............. ........... ........ 155 Interview with Nature ........... .. ......... . ........ . .. . ... . .... . ........ 157 Everybody Needs a Home ......... .. ......................... .. ...........158 Hi-Lo Transitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. • ............ 159 Get to Know Your Ecosystem ... . . . . ..... . ................. . ... . ............162 Find Your Tree .. .. ................... . ....... . . .. . . . . .. . .......... . .....164 Field Guide to Frie nds ..... ...... . ..... . ..... . ............... . ...... . ..... 165 Desert Dwellers ...... . .. . . .... . .. ............. . ...... . . . . ... • ......• ..... 167 Coyote aml Mouse ......... .... . .. ............. . . .... ... . . .......... • .... .169 Exploring the Small Stuff . ..... . . .... ... . ..................... . ............ 170 Find a Friend . .................. . ..... . ....... . .......................... 173 Public Lands and Issues ................. ... . .. .. ............................ 174 Federal Lands .Jeopardy ........... .. .......... . .. . ...... ........... . . . . .... 174 Water Use: Past vs. Present ...... ... ... . ................. ... ... . ... . . ...... 178 Environmental Ethics ... ....... ... . . .. ....... ... . . ..... . .. . ... . ..... ........ 180 Owning Sustainability .. .. . . ...... . .... . .. • ...... . . ... . . . ...... . . ..... .... 180 Leave No Trace ..... . .......... . ..... . ... . ... . . . . . ... . ..... . ............ .181 Transference ........ ...... .................... ... . ... .. . ... .. ...... .. ... 182 Natural Object ... .................•.. .... . . .. ... . • .. . . ......... .......... 183
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Environmental Impact ...................... . . ................. 185 Sense of Place and Bioregionalism .............. . . ......... 186 Getting Orientated ....... 186 The Night Sky ....................................... . . ....... 187 A Journey Within ... 196 Landscape Moods. . ................... 198 Being With Trees. . ......................... l~ Universe Visualization .......................... 200 Touching Your World ..................................... 203 Sunset Celebration ............ .204 Share the View .......... 205 . ..................................... 206 Sensory Stroll . Obsenring Our Ground . .. ........ 207 Natural Story . .. ......... 208 Rock Paper Scissors Evolution ................ 210 Grand Canyon Activities ............... . .. .211 \Vhere Does that Dam Water Come From'? ................................. 211 Discover the Colorado River Watershed .......... . ...... 214 Those Dam Dams! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .219 \Vhat's at Stake? ............................. . ... 223 Grand Canyon's Biogeography ................. . .225 History Rocks! Grand Canyon's Geology ....................... 230 Grand Canyon Layer Cake ................................................. 234 5 Readings ........................................... , ............ .237 The Other Way to Listen ................. 238 The Stonecutter . ............ . .............. 241 The Green Lagoons ......................... 242 Come On In . .. .......... 248 Have You Ever . . . . . . . . . . . .................... . . ........ 249 All I Really Need To Know I Learned In Kindergarten .... 251 Thinking Like A Mountain ...... 251 Fonvard to Sand County Almanac . .. ...... 252 Life of a Rock ..... .. .254 Cactus Hotel .......................... 256 Pieces of Counhy . . . .258 Old Man Coyote and the Rock ............................... 258 Quotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....... 261 6 Suberstition Mountains Winter Species List .............. , ............. .265 V!7inter Plants . .......... . ........ 267 Winter Birds . . ...................................... 2~ Winter Mammals .............................. . . ................... 280 Winter Reptiles and Amphibians . .. ....... 284
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Acknowledgements: The Winter Wilderness Orientation Bioregional Resource Guide has
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been a work in progress from 19992007. We would like to thank the past students of the Winter Block course, Environmental Education Methods for Adveuture Educators, for writing, compiling, and designing the information, and for designing the format in the resource guide. We would like to give special thanks to Dr. Joel Barnes, the professor for
this course, for his dedication,
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enthusiasm, and ongoing commitment to the revising, editing, and the overall design of this Bioregional Resource Guide. A special acknowledgement goes out to several students who were not only students in this winter block course, but also went on to author portions of this guide as part of independent studies, senior projects, and work study. Toby Zanotti (Santa Maria route curriculum), and Jamie Bergrren (Prescott, Arizona state, and Grand Canyon chapters), Lief Caaspoerson (Grand Canyon chapter). A hearty thank you goes to Sandy Breen for her hard work, motivation, and organization during her senior project. Many thanks also to work study student McNeill Mann for her persistance and patience through the final editing and revision phase. There are other students who invested time on this project as work-study students, and to those folks we are also indebted. We are also very, very grateful to Bridget Reynolds, Director of Publications, for her technical assistance and expert consultation throughout this entire project. Lastly, considerable gratitude goes out to the faculty and staff of Winter Wilderness Orientation for allowing this guide to become an integral part of the Wilderness Orientation curriculum .
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Introduction
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Dear Wilderness Orientation Instructors and Students, You are about to embarh on a verg relvarding educational journey, one that is ultimately created by each group of Orientation instructors and students. As a Wilderness Orientation Instructor or a 1ne1nber of,_your student group, you have the abilitJj to inspire and empower others with JjOUr thoughts, feelings, • actions, and experiences. Th.is Bioregional Resource Guide has been created to help you incorporate environmental alvareness into your group's Wilderness Orientation experience. The theme of this Bioregional Resource Guide is based on a Natural Story in which we each plaJJ a part. The knowledge and experiences that grow from the route specific activities in Chapter 2 (Teachable Moments), the background readings in Chapter 3 (The Natural StorJJ), and activities fi·om Chapter 4 (PlaJjful Learning: Environmental Education Activities) will help to increase your alvareness, hnoivledge, and active participation in Wilderness Orientation. This Resource Guide J-vill help you explore Arizona's Natural StorJJ fi·om the perspectives of ecopsJJchologJj, bioregionalism, ecology and 1vilderness leadership, as Jvell as the A1vareness to Action Continuum of environniental education.
Ecopsychology explores the relationship bet1,veen hiunans and nature. One • learns to see the needs of the person and the needs of the planet as inten·elated and interdependent. Bioregionalis1n has been described as people livin,_q uJithin the natural limitations and opportunities of a place so that the inte/_Jri(y and well being of that place and its inhabitants are presen•ecl. Ecology ("eco" = home, and "ology" = the study of) explores the amazing inte1nlationships among plants, animals and their environment. 1
Wilderness leadership focuses on cooperative group backcountry travel that invol.ves technical adventure-based activities, educational theory, interpersonal communication, group dyna1nics, and environmental aJ-vareness. The Au1areness to Action Continuuni is an important organizin,_q principle in environmental education that helps individuals to orient themselves to ivhat it means to live more lightly on the Earth. With these perspectives in mind, the expeditionary experience of Wilderness Orientation can be vieived in a broadCJ~ inteJ~disciplinary sense and the notion of "Orientation" tahes on neiv nieanings. 1
While the bachground readings in Chapter 3 (The Natural Story) prol'idc a • "nutshell" version of Arizona's culture and natural historJj, the activities in Chapter 4 are 1neant to compli1nent the readings and serve as creative and experiential 1neans for understanding these stories. So1ne activities focus on sensory a1,vareness, reflective experiences and personal gro1,vth in nature. Other activities explore the cultural and natural history of Prescott, the 1
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Sonomn Desert, Superstition Mountain, and the Gremel Canyon. The activities and bachground readings can help gou to cultivate gour OJV n sense of place in Arizona. You can also use these readings and activities to develop personal presentations on topics of interest.
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As gou Imo JV, "education is a journeg and not a destination," and this journeg begins JVith Wilderness Orientation. For mang this mag be their first experience imme1·sed in the JVilderness of the Southwest, and/or in a group situation lihe this. For instructors this is a great opportunitg to foster the vision of Prescott College, and for students an excellent opprotunity to ash questions and lag the foundation for gour future experiences with Prescott College. T he mission statement of the College guides the vision to instill an ecological ethic within each student, and encourages individuals to "thrive in and enhance our world communitg and environment." The 01·ientation experience of living JVith a smaller communitg of people in constant contact JVith the natural comniunity is an ideal setting to foster an ecological ethic. This Resource Guide can help enrich the relationships that form within an Orientation group, as well as with the natural world and the stories it reveals. A goal of this Guide is to place Arizona's Natural Story in a context that is relevant to the deniands and intent of the Wilderness Orientation experience. This Bioregional Resource Guide is a starting point for instructors and students to incorporate environmental awareness, understanding, and personal responsibility and action into the existing Wilderness Orientation curriculum. This Guide is meant to sen•e as a tool, not as a recipe. Every group is different and JVhat 111orlis for one group will not necessarilg 111orh for another; use this Guide to suit the needs that are unique to gour group. And finallg, remember to have fun, learn a lot, and be safe. Good travels
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The Role of Environmental Studies & Environmental Education in Adventure Education With the proper preparation and planning, many aspects of environmental studies (ES) can be integrated into an existing adventure education (AE) course or program. Some broad areas of ES most relevant to AE include nat- • ural history and ecology, conservation and public lands issues, environmental ethics and philosophy, and ecopsychology. Environmental education (EE) is a distinct subfield of ES that promotes ecological literacy and encourages individual lifes1yle choices that are more ecologically sustainable. Much of what is emphasized in AE programs is human centered. Examples include increased self-esteem and confidence, expanded physical and emotional limitations, team building, self-sacrifice for the good of the group, cooperation, leadership, effective interpersonal communication, gender responsibili1y, and group cohesion. These themes are explored by using the natural environment as a medium to advance anthropocentric needs. Is this approach limiting? Are we ignoring the essential values and lessons of the nah1ral world? Perhaps we should balance our approach by including a more biocentric perspective in our programming and instruction. In recent years, AE professionals have taken a growing interest in the role of • ES in AE, due in part to the unprecedented growth in recreational pursuits and the impacts this growth is having on wildland ecosystems. This interest in ES on the part of AE professionals also stems from the substantial body of research and literature showing that AE experiences are not only valuable in terms of learning technical skills and personal growth, they also present unparalleled opporhmities for exploring our relationship with nature from philosophical and ecological perspectives. In this sense, the AE field has an opporhmi1y (some would say obligation) to embrace EE and explore both the meaning and wonder of what it means to be a direct participant in an ecological system, and our responsibilities as such. Fundamental questions for adventure educators of the new millennium are, "to what degree should I introduce ES and EE topics into the adventure education courses I teach?" and "when and how can I most effectively integrate ES and EE into my courses?" When working to incorporate ES and EE into an AE course or program, "seamless integration" should be the ultimate goal of the instructor and program director. With proper plan- • ning and preparation, one should not have to allocate undue amounts of additional time and energy to integrate environmental education into AE co11rses and programs. In fact, a typical AE course offers many opportunities for seamlessly integrating relevant ES topics and designing holistic AE experiences that embrace a more biocentric perspective. 14
Broad Areas of EE and ES Most Relevant to AE Natural History and Ecology • Directly pertinent topics (map & compass, tides, weather, avalanches, vegetation distribution, flash floods, etc.) • Enhancements (species identification, ecological concepts, adaptations, life cycle, landscape interpretation, etc.)
Environmental Issues and Advocacy • Direct effects on the wilderness experience (access, environmental quality, aesthetic degradation, restoration, etc.) • Regional environmental issues (impacts on biological and social reso urces; land uses such as mining, logging, grazing, and recreation; use verses preservation) • Strategies for values clarification and effecting change through activism and lifestyle choices. • Personal responsibility and action through service learning (trail and campsite restoration, conservation projects) Environmental History, Philosophy, and Ethics • His tory of the federal land agencies • Historical roots and evolution of our society's environmental ethic • Spectrum of anthropocentric and biocentric values/ perspectives • Sense of place, bioregionalism, ecopsychology Low Impact Field Practices and Behavior • Leave No Trace • Use and limits • Social and biological impacts • Low impact practices: What are appropriate low impact practices? Do we practice them con sistently? Do we explore the "whys" behind them? Programming and Logistics • Food planning and purchasing • Course area (bioregional priority?) • Course itineraries (plan time for integration) • Sustainability as a program goal and educational theme (role model a t the institutional and instructor levels) Barnes & Lovejoy, 1/01
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What's Inside this Resource Guide? The Bioregional Resource Guide is designed to h elp both instructors and students integrate environmental education topics into the Wilderness Orientation experience. Environmental Education (EE) encompasses a broad spectrum of interdisciplinary fields and in its broadest sense strives to enhance the ecological literacy of individuals and society. Ecological literacy focuses on advancing one's understanding of human systems and how they depend on and influence th e Earth's natural systems and processes. Ultimately, one cultivates a deeper sense of moral responsibility to the Earth, and the ability to make ecologically sensitive lifestyle and behavior choices.
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Chapter.. 1 is E111•iro111ne11tal Educatio11. In it you will find an introduction to adventure-based environmental education as well as the Awarmess to Action Continuwn. This chapter is a good place to start when deciding what topics and/ or activities would be appropriate for your group. Chapter 2 is Teachable Mome111s. This chapter describes locations and corresponding activites and/ or topics. These locations are also marked on the route map for easy locating. Each location has something special about it that would make it well suited for certain activities. For instance, an area overlooking a significant geological feature may be marked and geology activities be referenced.
Chapter 3 of the manual is The Natural Story_;. This section provides background information on the state of Arizona, the town of Prescott, the Superstition Mountain Wilderness, and Grand Canyon National Park. The information in The Natural Story will help Wi1derness Orientation participants to gain a bioregional sense of place through studying aspects of Arizona's natural history, cultural history, contemporary conservation issues. It also offers some useful tips on facilitating presentations and EE activities. Chapter 4 includes Em·iromnental Education Actfritics and guidelines for selecting them. These activities provide the facilitator with creative, experiential ways to explore the information put forth in The Natural Storg, and infuse environmental studies topics into Wilderness Orientation. These EE activities are organized into six genera l topics and the five phases of the Awareness to A ction Continuum - the following table illustrates this organization. The general topics are Cultural History, Geology, Ecology and Natural History, Public Lands Issues, Environmental Ethics, and Bioregional Sense of Place. The phases of the 16
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Awareness to Action Continuum are Awa re ness & Appreciation, Knowledge & Understanding, Attitude & Values, Problem Solving Skills, and Personal Responsibility & Action. The section in Chapter 3 titled, Ho1v To Use The EE Activities Table, will help the facilitator to select which EE Activity is most appropriate given the specific location, interests, needs and condition of the Orientation Group.
T he section in this chapter titled, Awareness to Action: the journey tmvard a deeper ecological literacy, describes the ideas that support the Awareness to Action (or A to A) Contin uum. Hopefully, you will use the A to A Continuum to help you select an EE activity from this guide, and again as you formulate your plan for facilitating this activity. Understanding the phases of the A to A Continuum are central to strength ening one's ecological literacy, and will help you to successfully integrate EE and aspects of ecological literacy into your group 's Orientation experience. These five phases are sequential, cumulative, and represent a cogent learning process that is temporally elastic (that is, you can experience them in the time frame of a few hours, a few years, as well as throughout your entire lifetime) . Chapter 5 of this resource guide is Words of Wisdom: Selected R eadings and Quoltes. A few of these readings are connected to specific environmental education activities in section IV, and th e rest are more for inspiration and celebration. Chapter 6 is a section called Nice To Meet You: Superstition Mountains Winter Species Lists, and includes h elpful information about the different organisms one migh t encounter. This Wilderness Orientation Bioregional Resource Guide can help students and instructors build a solid fo undation of awareness and appreciation for the Earth. A foundation that is essential to one's journey toward ecological literacy and embracing personal responsibility and action for the long term.
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Chapter I
Environmental Education
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Awareness to Action: The Journey Toward a Deeper Ecological Literacy by Joel Barnes, Ph.D. The Awareness to Action Continuum is a guiding principle in EE that organizes a curriculum based upon progression. The idea of a curriculum • designed upon the Awareness to Action Continuum progression is important to EE because it allows the opportunity for the learner to first gain a personal connection to the natural world before they are asked to take action to help heal it.
Awareness to Action Continuum Awareness and Appreciation An awareness and sensitivity to the diversity of life that shares the Earth with humans.
Knowledge and Understanding A basic understanding of how the environment functions, and how people interact with the environment. Attitudes and Values A set of values and feelings of concern for the environment, and the motivation and commitment to participate in environmental • stewardship. Problem Solving Skills The skills to identify and investigate environmental issues and contribute to the resolution of these problems. Personal Responsibility and Action Experience in using their acquired knowledge and skills in taking thoughtful, positive actions toward the resolution of environmental issues.
If we fast instill an awareness and appreciation for the natural world in students, then they will be more likely to become more interested and involved in the natural environment. They will hopefully seek knowledge and understanding to better connect and communicate with the natural world. By having a greater connection, students will be likely to develop their own • attitudes and values focused towards the natural environment. And by having a personal ethic or philosophy to the natural world students will likely begin to acquire problem-solving skills, which will equip them to step into personal responsibility and action towards the environment. The environmentally responsible decisions made by a person who holds a 20
connection to the natural world will no longer feel like a burden or a moral obligation. The environmentally responsible decisions will be made out of love and empathy for the natural world. One who feels love and connection for the environment will not want to see it destroyed and therefore environmentally conscious decisions will be a way of life. •
It is true that instilling an environmentally conscious way of life is not going to happen over night. The idea is to start acknowledging that connection between humans and the natural world needs to begin, and it starts with baby steps. The EE activities presented in this Resource Guide will allow you to begin establishing the initial connection that humans need with the natural world .
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Activities Table: Organized by Topic and Awareness to Action How to use the Awareness to Action Table The Activities Table (next page) is designed to help instructors and stu- • dents plan for and select environmental education activities to integrate into Wilderness Orientation. This table offers an overview of all the activities in this Resource Guide. The table organizes the activities by six general topics and by the five phases of the Awareness to Action Continuum. This allows you to select an activity by topic, and to assess where along the Awareness to Action Continuum this activity is best suited. For an explanation of the Awareness to Action Continuum Refer to pages 20-21.
Awareness to Action Continuum (learning phases of Environmental Education) • • • • •
Awareness and appreciation Knowledge and understanding Attitude and Values Problem Solving Skills Personal Responsibility and Action
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The phases in the Awareness to Action Continuum are critical to the success and impact of a particular activity and how well it addresses the goals of environmental education. You wouldn't teach calculus before the student had learned algebra, and this same idea applies to environmental education and the A to A Continuum - you wouldn't focus students' attention on the complex environmental problems of the world before establishing a personal connection to it or obtaining a basic understanding of how the Earth's systems function. In general, facilitators should therefore emphasize awareness and appreciation activities before the knowledge/understanding or problem solving activities. From an educator's viewpoint this sequencing strategy highlights the importance of allowing their students' to first appreciate and make personal connections with the natural world, and to understand how it works ecologically. Based on this heightened appreciation and knowledge of the Earth, individuals are in a much healthier position to tackle complex environmental issues and consider how they might reassess their own • environmental ethics and adjust their personal lifestyles. Indeed, without this foundation, an individual is more likely to take actions for the Earth based on the ever-nagging guilt they harbor as an "over consumer" of the Earth's finite resources. Taking actions to protect, restore and celebrate the Earth based on inspiration, knowledge, and love will be much more pleasant and sustainable! 22
Envlrnnmentul Educutlon Acli~lties Table Organized by G.. nn11l Tupk und Aw11renes.1 to Action Conlinuum
,---------··· - --~c.•111in.Tiih~GOOiOI;)'.--
EtoloID· ;,;;J----- -l'Ubiic Lond•& ,---,-,,..,,-,.-,,-,.,.,•.,-~--·u1;;;.eglon•I Nalurol IUstor)'
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•
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Finding Wotmheds Rok
Noturc
Ethics
Chaplen,
Got to
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your Eoosy,!e1u Find your Tree Field Guido !o
Flic'
friend
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NarurnlStory lt.,.;l·PopW"!
•
Sen" of Pl•«
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hz.;;,1;•1c-d",-,"&-+-~c•.,11"C""_____
Gett hi~ Oricutcd
Tra1rnition.
76
some of the most exquisite polychro1ne pottery and intricately woven textiles to be found in the Southwest.
•
The Salado lived comfortably here for several centuries, developing impressive artistic skills with ceramics and the weaving of cotton fabrics. Their black-and-white-on-red polychrome pottery became the hallmark of their culture. For some reason, the Salado began migrating south around 1200 AD. After a brief sojourn with the Hohokam, to whom they brought pueblo architecture, pottery and burial styles, they dispersed into southeastern Arizona and southwestern New Mexico, then disappeared from the historic record all together. This information gleaned from the Tonto National Monument website.
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Who were the Hohokam? It is thought that around 300 BC, the Hohokam migrated from Mexico into southern Arizona and settled in villages along the Salt and Gila rivers. As the population began to increase, they began settling in the Gila-Salt heartland. At about AD 200, a few Hohokam families moved to the Tucson basin and established themselves. They introduced new ways ofliving along tl1e Santa Cruz and Relate rivers. The Tucson basin Hohokam began trading for seashells, carving stones, clay human figurines, and effigies .
At that time period in the basin area, it is suspected that as much as half of the food was wild crafted. It was collected by people living in seasonal camps in the foothills and mountains. Pigweed, sunflower, tansy mustard, manzanita berries, agave crowns, acorn, and agave pads were collected. The fruit of barrel, saguaro, cholla, and prickly pear cacti were likely to have been harvested also during June, July, and August. Mesquite beans also were important because the pods could be mashed into flour and used in breads, stew, and as a broth. Deer and rabbit were staple means of protein and energy for the Hohokam. The Hohokam may also have hunted mountain goats, antelope, elk, tortoises, lizards, snakes, rodents, squirrels, and birds including dove, quail, duck, and geese. The Hohokam people occupied a large area of south central Arizona from Flagstaff to the Mexico/ United States border. They are thought to have originally migrated north out of Mexico around 300BC to become the most skillful irrigation farmers the Southwest has ever known. Agriculture & Canal Systems The Hohokam grew varieties of maize, beans, and squash. They were grown together in community with cotton. Beans were eaten dried or parched after shelling, and they were added to stews and dishes, or boiled. Cotton was used for both food and clothing; seeds were parched, ground, and baked into
77
cakes. The cotton fiber was spun into yarn and woven into apparel. Finished clothing, as well as bundles of yarn, may have been among items that the Hohokam traded to with other Southwestern indigenous peoples. There is evidence that the first Hohokam canal systems were developed around AD 600-700. Later, elaborate irrigation networks were created • using stone, wood, and pottery. They were constructed through organized labor. Simple canal systems were created to divert water from artesian springs to nearby agricultural plots. More complex canal systems were used to channel water from small perennial streams, into fields hundreds of meters away. The most complex systems were found along the Salt River, right next to what is now Phoenix, AZ. Canal systems along both the Gila and Salt rivers provided irrigation and water to villages up to six miles away. In addition, the canals ranged in size from two to 20 meters wide. Hohokam irrigation systems were usually developed using three types of distribution: main canals, distrihution canals, and field laterals. Main canals extended from the intake to the first major junction, where the channel size drastically decreased. Distribution canals were segmenting branches off the main canal and each other. These distribution canals were used to divert water to villages and field laterals. At junctions, early arcl1itects created pools to slow water for diversion. Stone pavings were • created as well to slow erosion and moveable dam like structures were used to facilitate changes in water levels. Where the canals branched off and became smaller were the terminal segments, also known as the field laterals. The laterals transported water directly onto fields and the Hohokam used two types. One was the "lateral network," which was arranged in parallel rows to create web-like piping, and the second diverted water from distribution canals to field areas and gardens. fiohokam Canals of the Gila River
--·-"
Gila River
.''. , ,,' '
-·
'-~;:'.'
;-
'
North
Sacaton Mountains :;i
3
i+
5 Mlles
-·-··Hohokam Canals
Disappearance and Discovery of the Canal Builders Staple components of a Hohokam diet included tepary beans, corn, and squash. Dried or parched after shelling, beans, were added to stews or 78
•
boiled by themselves. Squash was used in several ways, the blossoms were boiled and strips of squash were dried and eaten later.
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For 400 years, and ancient system of irrigation canals lay buried beneath the Sonoran Desert, in what is now Arizona. They were uncovered in 1865 when the U.S. Army established a base at Fort McDowell and discovered that they had no water for livestock. Phoenix-area anthropologists noticed lines in the desert and recognized them as ancient canal remains. The canals were re-dug from the Salt River to the fort, and irrigating the Phoenix basin became possible. "They developed the most complex irrigation systems in the entire New World," said Gary Clyde, a Hohokam scholar who chairs the Native Room of the Cave Creek Museum. "There is nothing in South America that is as elaborate as the irrigation system developed by the Hohokam. In fact, there are few examples as impressive on the entire planet." The irrigation system now in use in the Phoenix area is based primarily on the pattern that the Hohokam established. "Phoenix is still today a major agriculture area," said Clyde, "here, in the middle of the desert that gets only inches of rain a year."
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When the Hohokam disappeared suddenly about 600 years ago, the Hohokam left behind beautiful pottery, clay figurines, and multiple houses. Clyde and his colleagues are currently reconstructing a northern Hohokam dwelling in a corner of the museum. Here visitors will be able to enter the world of the Hohokam. They will have a chance to see the architecture, pottery, ornamentation, clay effigies, and funerary artwork of a fascinating and mysterious culture. The Hohokam origin is uncertain. They are believed to have arrived in southern Arizona, or evolved from an indigenous people somewhere between 300 BC and AD 500. During their formative years, the Hohokarn lived in the Gila and Salt River basins, learning how to raise crops with little water. As centuries passed, the Hohokarn culture became more elaborate. The people built ball courts and ceremonial platform mounds. As the population grew and territory expanded complex funerary customs were developed.
•
With the expansion in the Hohokam land, there came an increase in canal building. Some measured SO feet across at the bottom and 75 feet at the top. After all, settlements housed as many as 1,000 people and covered more than 500 acres. In the Salt River valley alone, more than 500 miles of canals cut through the desert, providing 25,000 acres of fertile land.
The Hohokam prospered through AD 1100, but by the year 1400 there were 79
few indigenous people living in Arizona at all. Siuuhu, Coyote, and Earth Doctor were three main Hohokam gods and Siuuhu created the Second Creation of people. The original people were destroyed by the gods in a great flood that covered the Earth. When the floodwaters subsided, Siuuhu emerged from his house before Coyote symbolizing that he was the senior god. Below are three versions regarding the origins of Hohokam irrigation. • Towa Quaatam Ochse The people of a settlement near modern-day Mesa could not build a canal because the Earth seemed to be too hard. Siuuhu was asked to help, and he sang magic songs, which softened the ground so a ditch could be excavated. No water would flow so, Towa Quaatam Ochse, old mystic who lived near the Pacific was asked to help. Upon being summoned, she told the people that there would be discussion in the counsel house. Yet, she did not attend. Night fell and the old woman was observed standing at the highest point of the canal blowing medicine along the canal. A great wind came. It widened the canals and allowed water to irrigate and refresh crops.
Suik The Red Mountain area near the present day Granite Reef diversion dam, was known as Suik and the people living in this region were told by Siuuhu that rain would become scarce and it was decided that a canal was • to be built. So right below Suik people with wood tools dug, but water would not run along the canal. A medicine man was asked for guidance and he walked a path and sang: "There lie the ditch and among them 1 am walking And among them I am breathing. Heading the watnc" But this did nothing, so a second wise man was summoned who sang:
"There lie the ditches and I stood in the midst. I'm mafeing the 1vinds blo?-v, I'1n making the lvaters go." Dust devils were sent down the canals as a result, and water flowed for a while, but then retreated. So, yet another wise man was found who used the power of the wind and sang:
"By the side of the river there lies a canal. In that canal 1vater is 1nahing signs of pretty decorat£on." After the third song, water flowed, but there was not enough, so one final wise man plucked a hair from his head, placed it in the water of the canal and sang:
80
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"There lie the canals, and in the midst of these I stand making water snalies. After these words, water flowed in great quantity, more canals were created and crops have ample water. JI
A Tawquahdahmawk W' People living on the south side of the canal created a canal instead of depending on the canal at Pueblo Grande for water. When it was finished however, there was no flowing water because part of the canal ran uphill. The canal could not be dug any deeper either because of the dense limestone/ caliche layer. Siuuhu was sent for, but could not do anything. So, Tawquahdahmawk was called upon and came at once. She did not meet the people, instead she went to the canal and a shroud of fog went with her. She walked the course of the canal and upon reaching the b:ouble spot, where water could not advance bitter-wind (seev-hur-whirl) tore through the canal sending rocks and earth. When the winds ceased, water flowed freely and crops could grow.
e
The culture of the people was gradually replaced by the Salado/ Pima people who grew beans, corn, squash, and cotton in inigated fields. According to the Oima, Superstition Mountain is "Kal1 orado "-.....-
Primary Concepts: Sense of time Secondary Concepts: Using imagination and visualization to learn about time beyond human scale.
Arimna
NeuMe.
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Typha dimingensis T. latifofia
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Agavaceae
Golden-flowered Agave
Agave chrysantha
15
Parry's Agave
Agave parryi
Soto I
Dasyfirion wheeferi
Banana Yucca
Yucca baccata
v
Reeves
!--------------------------------------------------------------------
!Jointed, olive-green stems.
: Confined to seeps and jsprings. !
!v
16
!
iBluish-green leaves. i 3000-6000ft. ! !Grayish-green leaves. 4500i BODOft.
17
trail.
[trail.
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13 14
Reeves trail.
! Reeves
9
11
E
PLn_a~e;t!9:
6
12
D
!SIGHTED ·Habitat and/or Location !DURING Sited. Field jTHIS TRIP iNotes
PJo~_Fam[Jy_
5
10
Updated January 2004
. .....................
! Leaves
are ribbon-like, with [forward-facing teeth.
v
iFlower stalk to Sft. Basal have no central stalk.
! leaves
18 Soaptree Yucca
Yucca elata
Beargrass
Nolina microcarpa
v
j Flower stalk to 30ft. Basal ! leaves
19
may have stalk.
:Basal rosettes of thin, ! pointed leaves. Old dried j flower stalk often remain.
2D
• 267
Superstition Mountain Wilderness Winter Plant List
268
Superstition Mountain Wilderness Winter Plant List
•
A
c
B
Common Name of Family & Species
Scientific Name of Family, Genus & Species
13uc\cwh_e_
Eriogonum sp. -
' !../
: Basal rosette of leaves; taller
G_h_e_nop_qd_i_~~e~Jl
Saltbush sp.
Atriplex sp.
Barbe_rry F
: large shrub; small wedge-
!shaped leaves w/ prominent
'P·
! veins,
teeth on upper margins; fruit w/ long, fuzzy i spiraled tails. Peralta
l
