Review Sheet for Final Exam

FINAL EXAM REVIEW SHEET:

PART I:

-Final Exam: you will write a Persuasive Synthesis Paper on the final exam.

Requirements: _____ create at least two persuasive arguments: create counterargument, concede, converse

_____ quote from three sources from the research

_____ develop at least three concepts from three passages from the course texts to support your

argumentation (one must be from Gary Snyder's The

Practice of the Wild)

____ develop at least three passages from the Research Page

-Create an outline for your Persuasive Synthesis Paper before the exam.

-You may use your computer to write the essay, but may only have an outline prepared ahead of time.

-The sources will be provided on the exam (just like the AP Language and Composition Exam Persuasive Sythesis Essay).

QUESTION TO ANSWER: How can we retain the original sizes of Bears Ears National Monument and Grand Staircase / Escalante National Monument in order to retain this land's ecological, cultural, archeological, and paleontological significance and to retain the precedential understanding of the Antiquities Act as a cultural and land policy Act? (all aspects of the question must be addressed)

OR

QUESTION TO ANSWER: How can we protect the intact Arctic National Wildlife Refuge as wilderness, satisfy America's need for energy production, decrease our dependence on hostile foreign nations for oil, and increase our national security?

PART II:

BE ABLE TO DEFINE THESE TERMS ON THE EXAM:

1 Anthropocentrism (Emerson, Thoreau, Snyder, Dominy, Pinchot…)

2 Ecocentrism (Thoreau, Berry, Brower…)

3 Human time v Natural time (Thoreau, Berry, Abbey…)

4 Lessons of the Wilderness Experience (The Etiquette of Freedom): Berry and Thoreau and Snyder

5 Anthropomorphism ( Abbey…)

6 Pantheism (Emerson, Thoreau, Muir…)

7 Deified Transcendence (Emerson, Muir…)

8 Organic Transcendence (Thoreau, Berry…)

9 Opportunity Cost (Thoreau): “amount of life I must give up in the choosing of any endeavor”

10 Industrial Tourism (Abbey and Brower…)

11 Idea of Wilderness (Stegner)

12 Societal Self v Natural Self (Emerson, Thoreau, Abbey, Berry…)

13 “Indemnity (reparation) in the inviolable order for the world” (if left intact) (Emerson, Thoreau,…)

14 Spiritual and Ecological Interconnectivity in nature (Emerson, Thoreau, Berry, Abbey, Snyder)

15 No nature (Thoreau, Abbey, Snyder)

16 Need to see our limits transgressed (Thoreau, Abbey, Berry…)

17 Intrinsic Value of Wilderness (Brower, Abbey, Snyder…)

18 Bioregionalism (Snyder, Berry...)

19 10 Principles of the Code of Etiquette of Freedom that stems from the wilderness experience (Snyder)

21 Six different perspectives of wolves: mythological, anthropocentric, anthropomorphic, scientific, indigenous,ecocentric (Mowat)

22 Wilderness Idea and American Character (Stegner)

23 Thinking Like a Mountain or Ecocentrism (Leopold)

24 Wolves are Territorial, not nomadic (Mowat 80-82)

25 Wolves parent by pack; not promiscuos (146)

26 Carrying Capacity of deer achieved by wolves (180-2)

27 Internal birth control mechanisms in wolves and varies litter sizes based on prey abdundabce

28 Wolf predation: caches, returned to kills during denning season

29 Wolf diet: 48% rodents (227)

30 Native Self v Alien Self (246)

GARY SNYDER CONCEPTS TO REVIEW:

THE ETIQUETTE OF FREEDOM:

-The Etiquette of Freedom stems from the lessons of the wilderness experience:

• 1. Do no unnecessary harm (4)

  2. Accept conditions as they are (5):

  3. Moral obligation to the unborn humans, flora and fauna (44)

  4. Know that the world is wild. (5-6, 16) Know that humans are wild: wilderness develops a natural self. (7, 15, 17, 31):

  5. Celebrate gift exchange of our give and take from nature: Be humble, grateful, mindful. (20, 22, 23) :

  6. Know that wilderness places have all original flora and fauna intact. (10,12)

  7. Learn self-effacement and self-renewal through “practices” in wilderness. (21, 24-25 )

  8. Think bioregionally: embrace an ecocentric perspective. (12, 40-41)

  9. Recognize the interconnection and interdependence within the ecosystem. (40-41)

  10. Practice Ecocentrism: know that the natural world is watching. (19, 22):

PART III:

Be able to identify the author, text, concept, and significance of the concept developed in passages to an environmental issue we have studied.

For example:

"I love to see that Nature is so rife with life that myriads can be afforded to be sacrificed and suffered to prey on one another; that tender organizations can be so serenely squashed out of existence like pulp-tadpoles which herons gobble up, and tortoises and toads run over in the road; and that sometimes it has rained flesh and blood! With the liability to accident, we must see how little account is to be made of it. The impression made on a wise man is that of universal innocence. Poison is not poisonous after all, nor are any wounds fatal. "

ANSWER: HENRY THOREAU, WALDEN

Concept: ecocentric view of the predator prey relationship

Significance of concept to environmental issue: An econcetric view of the need for predators and prey to achieve a carrying capacity in the ecosystem allows us to see that wolves are necessary for elk populations to achieve a healthy, sustainable popoulation. This allows us to reject the elimination of Idaho wolves to 15 breeding pairs currently being implemented in the Idaho Wolf Depredation Act.