The learner will:

• contrast the ideas behind the laissez-faire attitude of big business at the turn of the century and the concerns of environmentalists today.
  
  
• explain Roosevelt's view of the role of individual citizens in dealing with economic and environmental concerns. They will agree or disagree with Roosevelt's view.

 Anticipatory Set:

• What are some changes in the way our town looks now compared to when you were in Kindergarten? (Make a list of the responses on the board.)
• Overall, has there been a negative or positive economic impact on our community because of these changes? How?
• Overall, has there been a negative or positive environmental impact on our community because of these changes? How?
• Which (economic or environmental change) is more important to you personally? Why?
• Tell the students that they are going to read the words of Theodore Roosevelt regarding citizenship and civil society. Give each student a copy of Roosevelt's speech (see Materials). In groups of three (with one reader, one recorder, and one to present to the class), have students read the essay and discuss the following in their group:

1. Choose a favorite excerpt to read aloud to the class.
2. Identify three reasons Roosevelt gave for his position.
3. List which people in society were likely to oppose Roosevelt's ideas. Why?
4. List arguments for and against Roosevelt's statement, "Public rights come first…private interests second," and give an example from history and the current day to illustrate each side.
5. How did Roosevelt's personal experiences influence his attitudes and perceptions of the world around him? Compare Roosevelt's ideas on stewardship of the environment with that of Native Americans. Would he be a leader you could identify with today? Why or why not?
6. What were the long-term impacts of Roosevelt's conservation efforts? During Theodore Roosevelt's administration, the areas preserved and activities for conservation included the following:

• 4 national game preserves
• 51 federal bird reservations
• 150 national forests
• 5 national parks
• 18 national monuments
• 24 reclamation projects
• 7 conservation conferences and commissions

• After the groups have worked on these questions and discussions, assign one numbered point to each group to present to the entire class. After each group presents, the other groups respond through discussion and further insights from their discussions.

Visit a list of Theodore Roosevelt's conservation sites at <http://www.theodoreroosevelt.org/life/conservation.htm>. Select a few of the sites and/or the organizations that take care of them (U.S. Forest Service, U.S. Fish and Wildlife Service, National Parks Service). What kind of training or education is required for jobs in these organizations? What volunteer opportunities are also available?