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Wild Friends Manual
A
Manual for Kids, Teachers, Volunteers and Others
4th Printing - June 1999 Copyright © 1992, 1999 by Center for Wildlife Law. Contents
Appendices
We at the Center for Wildlife Law have many people and groups to thank for the continued success of the Wild Friends program. But we would especially like to thank those who made it possible to update and reissue this Wild Friends Manual. Many elements of the program have changed and matured since 1991, and rewrite was definitely overdue. Sincere thanks go to Bureau of Reclamation Commissioner Eluid Martinez, whose faith in the young kids of New Mexico has led to his agency's support of the Wild Friends, and in particular, the Wild Friends Manual update and placement online. We would also like to thank the Deer Creek Foundation of St. Louis, Missouri for their support of the Manual's updating. We would also like to thank the New Mexico State Legislature for their continued support of the Wild Friends Program. None of this could be possible without our legislative sponsors and supporters, especially Senator Tom Rutherford and Speaker of the House Raymond Sanchez, as well as Sen. Ben Altimirano, Reprs. Mimi Stewart and Max Coll. Deepest thanks also to the Frost Foundation for their support and for making it possible to continue the Wildlife Summit. As anyone replicating this fantastic program will see, the real work is done by the teachers, mentors and volunteers, including parents. Our senior mentor Jack Pickering has been a real Godsend to the staff and especially to the kids, as has Dance Alegre Dance Director Lori Saint. The dedicated and tireless teachers that get involved in this program are the ones who make it hit home for the students, providing at once an educational, exciting and inspirational lesson that students never forget. February 1999: The Wild Friends students from Moriarty Middle School sit quietly in the gallery of the New Mexico House of Representatives, waiting for the vote on House Joint Memorial 34, the Wild Friends' 1999 legislative effort. HJM 34 requests a study of the connection between violence to wildlife and violence toward humans, especially by youth. Finally the bill is called for consideration. The Speaker of the House presents the bill, thanking the Wild Friends for their hard work and serious thought on such an important issue. Several other legislators speak in turn, all voicing support of HJM 34. The vote is called, and as the voting board slowly lights up it becomes apparent that HJM 34 will pass unanimously. Suddenly and spontaneously, the entire House of Representatives jumps to its feet and turns toward the surprised students in the gallery in a standing ovation to honor the Wild Friends. Our nation's young people and wildlife have something in common. Both are increasingly at risk in their respective environments. There are no easy solutions, but through active involvement and persistence, an educated and visionary public can direct its destiny by directing its public officials on what needs to be done. Encouraging young people, still non-voters, to get involved early, can make a difference for the ultimate good of all of us. In 1991, the Center for Wildlife Law at the University of New Mexico started an educational program called "Wild Friends" to teach young people that they can make a difference for wildlife, the natural world, and their own lives. Through hands-on experiences with wildlife issues, law and policy, teachers and others are invited to share their wisdom, skills and experience with the younger generation. Young people naturally connect with wildlife, and this natural connection leads to genuine interest in doing something to help wildlife. The Wild Friends concept is a tool for countering lack of interest among youth about the democratic process and in talking action in the race against time to save imperiled wildlife. If you are looking for something new and "wild," we have developed a flexible, creative program for students in grades 4-12. It can be adapted to a classroom setting and integrated into an existing curriculum, or offered as an after-school activity. It works for private prep schools or urban public schools; the only essential element is an interested teacher.
Chapter 1 Wild Friends are students, teachers and many others who want to do something to preserve wildlife. They explore why and how our wildlife is at-risk today, and how protecting wildlife and habitat are complex issues. They learn how law and policy affect wildlife conservation today. Then Wild Friends develop strategies and activities through which they act. And they have fun, too! Program Goal: The goal of the Wild Friends program is to instill in students a sense of excitement about, and responsibility for, participating in the democratic process by engaging them in wildlife conservation projects in real-life settings with tangible outcomes. Program Objectives:
Program Theme The theme of the Wild Friends program is, "Finding Common Ground to Protect Our Heritage." Wildlife conservation issues are complex. Through role playing and other activities, students discover the reasons why different groups of citizens have different opinions about wildlife conservation. Wild Friends recognize that people often become divided in their opinions and actions even though they may share common goals for the future. Wild Friends promote the idea that people should try to understand one another and that we all are better served by finding the common ground. (See the Wild Friends "Common Ground" Memorial in the appendices.) Activities: Program activities may include:
Wild Friends everywhere receive the program newsletter, The Wild News, and are invited to the "Wildlife Summit," a wildlife conference in Albuquerque, New Mexico for young people. (See Appendices for sample newsletter and summit program.) Wild Friends also has a home page featuring the newsletters, photos, program activities, legislation, and more. Try it out at http://ipl.unm.edu/cwl/wf. Membership: Teachers and group sponsors establish eligibility requirements for individual Wild Friends groups, such as regular attendance at meetings or minimum grade criteria. Participants can become a part of other Wild Friends around the state and country by applying for official numbered membership cards from the Center for Wildlife Law (see example below). Teachers submit a sign-up form with the signatures and ages of the students to the Center. Each student must pledge to carry out at least two actions listed on the back of the membership card. Every name and card number becomes part of the Wild Friends database.
Membership sign-up forms and cards are available from: Wild Friends Program WILD FRIENDS T-SHIRTS: All participants are encouraged to wear official Wild Friends T-shirts on field-trips and at program-sponsored activities. Since 1991, up to 2,000 students have worn the bright turquoise Wild Friends T-shirts featuring our Wild Friends logo to meet legislators and public officials at public functions and on field trips around the state. While observing a Wild Friends group in action at the 1999 New Mexico Legislature, a veteran lobbyist commented, "Wild Friends are the most visible youth group up here." Our students soon learn that Wild Friends T-shirts mean immediate recognition. When you are starting your Wild Friends program, you may consider increasing your visibility by investing in T-shirts. The Center for Wildlife Law can provide you with a copy of the logo suitable for a T-shirt transfer. During the first two years, our T-shirts were donated by, and featured the name of, the Bernalillo County Parks and Recreation Department. You might want to consider a similar option. Chapter 2 A Wild Friends program can be as big or small as your school or community desires and can support. It can be started by a teacher in a classroom setting, in an after-school club by youth group sponsor, in a senior or intergenerational program, a community recreation program, a public library, a university-based educational program, even a youth correctional facility or alternative school. In 1998, a home-schooler group started a program. You can partner with any organization having the appropriate staff, expertise and resources to help you plan and carry out a Wild Friends program. Members of local organizations may welcome the opportunity to help organize a program for young people focusing on wildlife and citizenship activities.
Teachers should begin by talking with other teachers and school administrators to gain support for the idea of a Wild Friends program. Ultimately, you will be networking with legislators and other elected officials. Before you do, identify a couple of important issues that you and your students are interested in. Check with local, state and national wildlife and civics/legal organizations for materials, live animals, presenters, and speakers. Often these organizations have state and national affiliates that can be ready resources. Your Wild Friends program can be a venue for their presentations and educational materials, and their members may be potential volunteers and mentors for students. Some ideas for contact organizations are listed in Appendix 2. Groups that assisted in the pilot Wild Friends program are listed in Chapter 9.
Wild Friends in Action Once you know who your sponsors and/or funders are; how much, if any, money you have to start with; and where, when and with whom you will be meeting, you are ready to begin. Have A GRAND Opening One way to kick off is to have a grand opening. It can feature various short activities and presentations of 5-15 minutes. The event is an excellent way to recruit students, volunteers, and potential sponsors. Live animal presentations and snacks are effective draws. Post a simple printed notice or flyer to invite people. Keep the pace fast, upbeat and colorful. You can announce plans for activities and field trips, and sample wildlife topics. Each of your presenters can offer a different view on what is happening to wildlife, why wildlife is important, and how students in cooperation with the community can make a difference. Pass out signup forms containing parental consent for participation and announce a deadline for turning them in. Consider inviting the media. Live animals and young people are a natural for television and photography. If you decide not to have a grand opening, have a not-so-grand opening. Some kind of kickoff is important to inform the community and to inspire your group. Even a small meeting with refreshments is enough to get going. The idea of doing something to help wildlife will attract students if they know about the event. Get Going With Activities Whether your opening is large, medium or small, activities should begin as soon as possible afterwards while interest is high. Once you have a group formed, everyone can sign the membership form to receive official Wild Friends cards. The most successful Wild Friends programs have meetings every week. During early meetings, students should pick which issue they would like to become involved in. Along with learning about wildlife, all presentations and activities should emphasize the Wild Friends theme of "finding common ground to protect our heritage." In the beginning, activities can focus on the importance of wildlife and the ecosystem. Students can discuss who makes laws about wildlife, what endangered species are, why species are endangered, and what can be done by the Wild Friends do to assist wildlife in their city, county, state, region, country, ecosystem, or planet. NOTE: Some weekly activities need to be scheduled several weeks in advance. This gives organizations and speakers the necessary time to be available and prepare. It also allows time to print notices and have them disseminated. Volunteers Volunteers are priceless to a Wild Friends program. Encouragement or guidance from a retired senior or other adult volunteer to a student can make lasting positive impressions. They can be of enormous help to teachers and groups sponsors. Volunteers can bring expertise, enthusiasm and personal stories to share. Some are long-time wildlife activists and can help your students with projects. Local wildlife organizations and citywide mentorship programs are good places to recruit volunteers. And don't forget parents and grandparents! See the section on Intergenerational Tips for more information.
Something Else to Consider: An Advisory Board If you are starting a large scale program, we recommend forming an advisory board to help you. The Wild Friends Advisory Board was of invaluable assistance during the pilot project. Your first group-wide organizational meeting can also be your first advisory board meeting. It is a good idea to have a community representative from each of the involved organizations. This meeting can be a fun brainstorming session. Along with discussing activities and progress, your board can provide you with valuable feedback and suggestions for problem solving and planning. Regular board meetings also will encourage continued interest and participation by community groups. Videotapes or first-hand accounts of activities are a good way to maintain enthusiasm and support. In addition to discussion items listed below, an initial Wild Friends calendar might also be drafted, which gives participating individuals and organizations a schedule for planning wildlife presentations or other activities. An advisory board made up of community representatives can help you:
Ideas for discussion topics:
Chapter
3 Sometimes civics can be a dry and boring subject, but drafting and working your own wildlife legislation through your state legislature or city council is anything but boring. The first step is to find out how laws are made. We suggest you invite someone to come talk to your group. Here are some ideas for potential speakers: Elected officials
Legal Professionals
Wildlife Agencies
Wildlife Activists
Speakers should be familiar with the kind of government you have in your state, county, and city, and how it is managed. They should discuss some examples of specifics laws and why these laws were passed, what laws they would like to see passed, and then describe how a bill becomes a law. Different types of legislation (bill, resolution, memorial, et al.) require certain language that your speakers will explain. At this point, you may want to give the students an opportunity to practice drafting a piece of legislation. This exercise can be done on the blackboard, or each student or group of students can write their own version with the help of the Wild Friends worksheet (See Appendix 1). To familiarize you and your students with the process of writing legislation, we recommend starting out with a memorial. In whatever kind of legislation you are drafting, you will need to outline specific points. Most types of legislation describe a problem and propose a solution. For example, a Wild Friends bill proposed new civil and criminal penalties for certain types of wildlife violations. Another example was a memorial that proposed an official state day to promote public awareness for the endangered whooping crane.
Writing and supporting state legislation is an extraordinary experience for Wild Friends students. If you choose to write real legislation as part of your program, you will need the help of a legislator or an elected public official to sponsor and submit it to the appropriate forum. These days it is fairly easy to find legislators and elected public officials who are concerned about wildlife issues. Some ways for you and your students to identity such a person include: reading local newspaper articles and watching TV news, talking to experts, going to public meetings that concern the environment, and letting friends, co-workers, and relatives know you are looking for someone. Once you have picked your issue, talked with knowledgeable people, and done your research, decide what sort of legislation you want to try to get passed. Keep in mind that some states have alternating short and long sessions (as in New Mexico), and there are rules about when certain types of legislation can be submitted. During New Mexico's short session (called a financial session), only bills relating to money are considered, though memorials on any subject are allowed. You will need to get dates and lengths of sessions and any other information from your legislature before deciding what type of legislation you want to draft. After your students have completed their draft, the legislative sponsor will review it. In many states, the legislator then will submit it to the state legislative counsel service where lawyers will check to see if it conflicts with or replicates any existing laws. If there are no problems, they prepare the final draft for your sponsor who signs it and who is responsible for introducing it in the Senate or the House of Representatives. Legislators who want to be co-sponsors put their signatures on the legislation too. At this point, your legislation begins its journey through the system. To support their project, students can learn how to write letters to officials, speak to the media and at public meetings about their concerns, set up meetings with government officials asking them about their positions, and testify before a city board or state legislature. Volunteers can be very helpful as mentors in helping your students from start to finish. Chapter 4 Your students have the will to help wildlife. Now they have written or identified a wildlife bill, memorial, or resolution that will help turn their dreams into reality. From this point, activities will center around helping them to become players in the legislative process. They can have a powerful influence on lawmaking bodies.
While finding out about what a law is and how it is made, your students may have discussed how legislation travels through the legislative process. If not, here are a few pointers. Introducing a bill, memorial or resolution in the state legislature In some states, including New Mexico, only legislators, singly or by committee, may introduce legislation in the Senate or the House of Representatives. Once your legislation has been drafted and prepared for introduction, it will be presented by your legislator or sponsor to the Chief Clerk who will assign it a number. The Reading Clerk will read it twice by number and title along with the name of the principal sponsor. The presiding officer of the House of Representatives or the Senate will order it printed and will assign it to one or more appropriate committees for hearing and recommendations. It is the action in these committees that often "make or break" a bill. Click here to for a chart about
Convincing lawmakers to pass your bill Wild Friends need to inform lawmakers about, and convince them to pass their wildlife legislation. Is this lobbying? After all, lobbying traditionally is defined as trying to get a legislator to vote a certain way on a piece of legislation. The word "lobbyist" comes from the old days when people hovered in the state house lobby to corner lawmakers to get their attention. These days, professional lobbyists frequently are paid by a specific group for doing this. This kind of lobbying falls under Internal Revenue Service (IRS) regulations and states require professional lobbyists to be registered. Foundations or other nonprofit sponsors may understandably wish to avoid involvement in direct lobbying efforts because of IRS regulations. Activities by your students advocating for passage or failure of legislation does not require them to be registered as lobbyists as long as they are working on their own behalf. Students have a lot of fun with this part of the legislative process, but keep in mind that it is not just a learning experience; this is the real world. Lawmakers are very busy people since they have to consider hundreds of bills and how money should be spent, all in a short period of time. You want them to take you seriously. Start communicating with legislators as soon as possible. Legislators often consider much more than testimony given at a hearing in deciding how to vote on a bill. It is important for supporters to communicate with their legislators early, to understand any concerns legislators might have. Because legislators have to process hundreds of bills in a session, the more you can do before a session is very far along, or even before it starts, the better chance your legislation has to pass. Try to get a broad variety of supporters. Since constituents are the people who elect them, legislators will be more likely to vote for legislation that is supported by people in their home districts, not just "wildlife people." Ask people in your community, such as neighbors, parents, peers, and organizations to contact their district's senators and representatives. Do your homework. As the chart shows, bills have to pass through many committees and two full floor votes, so it is most important to have the support of committee chairpersons and a majority of committee members. You will need to know what committees your legislation is assigned to. Your sponsor will have a good idea which committees your bill is likely to be heard in. Find out what legislators are on these committees and where they are from. A committee member especially should receive letters, phone calls, faxes, e-mail etc., from constituents in their district. Legislators' addresses and committee assignments are available from a variety of places, including the internet, party headquarters, the state legislature's information office, or your own school's administrative office. Take a field trip. Most legislatures have thousands of visitors, including many school groups. What sets the Wild Friends students apart is that they go to the legislature to be active participants, not just to observe. It won't always be possible, but if you can, take your students to where the action is. How to do a legislative field trip Many of these guidelines can be applied to trips to the city and county governments as well. Before you go, you'll need to know:
When you know the answers to the above questions:
When you arrive at the Capitol:
Find your legislators.
How to win friends and influence powerful people
More how to win friends and influence powerful people: Testifying before a committee. One of the most effective ways to represent your issue is to testify on its behalf before the committee hearing the legislation. Your sponsor will help you find out when your legislation is scheduled to be heard by a specific committee. Most of the process of getting legislation passed takes place in committee hearings. In most states, the public often has an opportunity to testify in committees. This includes Wild Friends.
Now you are ready to wrap up your testimony. If you helped write the legislation, say so. Finish by thanking your sponsor for carrying the bill in the committee. Then committee members will ask questions, make comments, discuss the bill, and make recommendations for amendments, if any. Then they make a motion for the committee to vote. At this time, the committee can vote to:
At Last: The Vote Once your wildlife legislation has made it through the committee process in each chamber, it will go to the floor of the Senate or House for what is called its "third reading." Members may publicly debate its pros and cons, and amendments may be added at this stage, or the entire document may be substituted by another one similar to it. The sponsor of the legislation is allowed to close debate by speaking last. The the senators or representatives then cast the final vote, which is taken and recorded. If you are lucky, you will be there to see the final vote on your bill, as was a group of Wild Friends middle school students during the 1999 session. Their field trip was on the day the New Mexico House of Representatives voted 61-0 to pass House Joint Memorial 34, a Wild Friends memorial concerning cruelty to wildlife. The students from Moriarty Middle School seated in the House gallery received a standing ovation from the legislators. Wearing their bright turquoise t-shirts, they proudly represented all Wild Friends around the state who had worked so hard to get the memorial passed.
Chapter 5
From the early days of the Wild Friends program, students have created dances, written and performed plays, and created posters, paintings, sculptures and puppets to convey to the public their messages about wildlife. Through the arts, students learn to thoroughly explore a species, experience a sense of empathy, and appreciate the importance of humanity's efforts to protect wildlife. Their talents combine with the efforts of other Wild Friends students to raise public awareness. They perform in a variety of settings, including the state legislature, public meetings, wildlife conferences, festivals, schools, the zoo, and our own Wildlife Summit. Wild Friends dancers have even performed in committee hearings during the legislative session. Students in the Wild Friends Dance Company, ages 6 to 14, select a focus animal, research its biology and habitat and the laws that affect it. Then they choreograph a dance, create costumes and poetry based on the animal. Through motion, music, light, colors, and textures, Wild Friends dancers have portrayed the miracle of whooping cranes, bald eagles, prairie dogs, rattlesnakes, and jaguars. You can organize your dance troupe through your school's arts program, your university's or community college's dance department, or through a local dance studio. In New Mexico, the Wild Friends program collaborates with Dance Alegre, an Albuquerque-based intergenerational studio with ties to the University of New Mexico.
Dramatic plays have also played a prominent role in Wild Friends arts activities. Elementary school students have been particularly active in this area of the arts programs. They have written and performed plays ranging from historic depictions of whooping crane migration -- Operation: Save the Whooping Cranes -- to short vignettes of legislative scenarios. Below is "A Political Lesson in Santa Fe," one of the short plays performed at the Rio Grande Zoo's Earth Day celebration. This play can a useful tool for generating discussion about the importance of finding common ground.
A Political Lesson in Santa Fe
[Playwrights: Jack Pickering, senior mentor, and Westside Community Center Wild Friends]. See the history chapter for other arts activities. Chapter 6 Grownups have their wildlife conferences; now the kids can have theirs, too. In New Mexico, Wild Friends created an annual summit to bring kids together from all over the state to celebrate another good year and to plan for the next, but above all, to provide these hard-working young people with a day of fun around issues of wildlife. A summit gives students, teachers, legislators, wildlife experts, lawyers, media, and mentors the chance to interact and learn from each other. The conference goal is to engage everyone in problem-solving, finding common ground on wildlife legal issues, and exploring ways to change our human and wildlife relationships for the better. Check the appendices for examples of a summit program, newsletter, and newspaper articles about our past wildlife summits. Big or small, here are some pointers if you want to create your own wildlife summit.
Before the Summit:
Day before or morning of conference, remind media contacts of event Coordinate with facility staff regarding special arrangements for the day such as chair placement, making sure that microphones are turned on, that all the equipment is on site. The Big Day
Following the Summit:
Chapter 7 The end of the school year is also an excellent time to wrap up a petition drive and plan a get-together to present the signed petitions. New Mexico Wild Friends from several schools collected thousands of signatures on the petition you see on the facing page. Make Certificates of Appreciation for your volunteers, students, legislators, teachers, and anyone else who contributed in a huge or pivotal way to the success of your Wild Friends year. Frame the certificates and present them at an award ceremony. See an example on the next page. Recipients will be surprised and thrilled! Have your students write Thank You letters to people who helped you, made presentations, carried your bill - in other words, everyone! Evaluation of the Wild Friends Experience Students, mentors and parents should be asked to evaluate the Wild Friends program. For example, how do students' attitudes and activities differ from when they began the program? Do they seem more interested in issues outside of themselves? Do they speak or write more clearly? Are they less shy or withdrawn? Do they have new interest in potential careers? Will they vote when they are old enough? As a result of several years of participating in the legislative process, some veteran New Mexico Wild Friends report that they want to run for office. Some want to become attorneys or wildlife biologists. Evaluation information will prove invaluable if you are called upon to prepare accountability reports, evaluation summaries for school administrators, sponsors, or funders.
Chapter 8
From the beginning, Wild Friends has been an intergenerational program. The exchange of skills, knowledge and experience between adults and young is less and less common in our society, and our nation is the poorer for it. Those who have had experiences with mentoring youth, as well as with nature and wildlife have much to offer and are ideal recruits for intergenerational activities. Caring older persons who want to help young people and wild animals often have both time and enthusiasm to share. Wild Friends volunteers, both adults and senior adults, participate in many of the general wildlife education sessions and field trips, and can lead their own sessions on special topics. We recommend pairing volunteers with small groups of students to work on projects, animal and nature demonstrations, letter writing, collecting signatures for memorials, craft projects such as making and operating puppets, and visiting classrooms. For example, a retired surgeon, who liked to be called "Batman", worked with three youth in the bat cave exhibit at the city's natural history museum. Our most involved senior, Jack Pickering, is a retired editor who heard about Wild Friends on a noon TV interview program. As an avid supporter of wildlife protection issues, he has not only worked with hundreds of Wild Friends students, but he has adopted, and for several years has been a mentor to, students at Polk Middle School in Albuquerque. Lois Taylor, Legislative Analyst for New Mexico Speaker of the House Raymond Sanchez, made the effort to be a real mentor to the Wild Friends students during the 1999 legislative session. Although busy with over 100 bills that the speaker was sponsoring, Lois took the time to invite the students into the speaker's office, get them drinks and snacks, and sit on the floor with them for almost an hour while she explained the legislative process, the progress on their memorial, and other details of legislation. She answered all of the students' questions carefully and thoughtfully, and she made them feel important and respected. We recommend that if possible you offer one or more training sessions for interested volunteers to them about about your program and encouraged them to join. Even if they can only attend a few Wild Friends sessions and can only work with a couple of students, your program will be enriched by their participation.
Some Tips for a Successful Intergenerational Approach
Chapter 9 The initial Wild Friends program was conducted from August 1991 through July 1992, in selected rural and semi-rural communities in the greater Albuquerque, New Mexico area. The following chapter provides a history of the development of the Wild Friends program, which was initially funded by the W.K. Kellogg Foundation. Our first step was to compile a list of various community organizations working with youth, seniors and/or wildlife that might have interest in and resources for supporting the Wild Friends program. We then began telephoning and writing these organizations. Over the course of the first year, Center staff contacted representatives from the following organizations:
Many of these organizations are local offices of national organizations, while others are organizations unique to the Albuquerque community. We emphasized at the outset that the Wild Friends program is a collaborative effort which draws on the creative effort and the existing agendas of the people and organizations within a community. Program Description Wild Friends staff consisted of a program director, an intergenerational outreach coordinator, and a program coordinator. An advisory board comprised of nine representatives from various community organizations was formed, and initial program sites and students were selected. Efforts were also begun to recruit senior volunteers. With the cooperation and assistance of the Bernalillo County Parks and Recreation Department (BCPR) After School Program staff, about 60 students, ages 9 to 12, were hand-picked to participate in the first Wild Friends semester program. To interest and recruit voluntary sign-ups for the program two "grand openings" were planned. Complete with live animals, a Wild Friends rap song performed by an ex-gang member, and a sampling of program offerings, the grand opening events were publicized and held at each of these community centers to introduce the program to students and their families. On completion of the fall semester of Wild Friends, the youth were presented with Wild Friends certificates. A letter and a survey form were mailed to parents to elicit feedback on the program. (Samples of these forms and other program activity materials can be found in Appendix X.) Program Developments During the break between fall and spring semesters, we prepared a spring schedule for the two participating Bernalillo County Parks and Recreation Department community centers; the department also requested that we add another community center. The center's students attended a year-round school which created special scheduling considerations. Center staff coordinated an intensive week-long Wild Friends program which was presented to about 100 students during two weeks of the school's early spring "intersession" period between classes. In January, two teachers from Delores Gonzales Elementary School in the South Valley requested that 20 fifth-grade students be allowed to participate in the Wild Friends program. The teachers were particularly interested in the idea of integrating the Wild Friends program into their daily class curriculum. Throughout the spring, wildlife and citizenship facts and issues were creatively woven into the students' math and science word problems, as well as in reading and creative writing assignments. At the end of the spring program, students received Wild Friends certificates. Additionally, Wild Friends Certificates of Appreciation were presented to involved individuals and board members. Wild Jobs Survey In a Wild Friends mini-internship project, "Wild Friends Wild Jobs," three middle school Hispanic teenagers were interns in a project to interest teens in jobs and careers in the field of wildlife preservation, education, and advocacy. The teens were provided with clipboards and survey forms for interviews of career professionals (sample forms are included in Appendix X).They interviewed the director of the Center for Wildlife Law; a museum shop sales clerk, a security guard and a docent at the New Mexico Museum of Natural History; and a recreation specialist at the Westside Community Center. Program Activities Wildlife Education Presentations Many national wildlife education programs have state chapters that could be tapped for this project. Project Wild is a well known national wildlife education program with branch organizations in most states. A New Mexico Game & Fish officer and a speaker from Aquatic Wild each presented lively, informative programs. Live Animal Presentations Local presenters from HawkWatch International; the Rio Grande Zoo; Talking Talons Youth Leadership, Inc.; and Wildlife Rescue, Inc. presented programs featuring live animals. Ranging from owls, falcons and red-tailed hawks to ferrets, prairie dogs, bats and a variety of snakes, the animals fascinated everyone. Jerry's Pet Shops of New Mexico treated the Wild Friends to a live presentation of rare, exotic animals such as the scarlet macaw and the Anaconda python. Members of Albuquerque's Sierra Club and the Mexican Wolf Coalition provided slide shows on mountain lions and wolves. Citizenship and Law-Related Education During their field trips to the law school, the Wild Friends began to learn about what law school is, what lawyers do, how the legislature operates and how to begin the process of writing laws to protect wildlife. One state legislator guided the Wild Friends through the discussion and drafting of potential bills. The director of the Institute of Public Law conducted sessions on how to discover the identities of lawmakers, how to find out what issues interest them, how to contact them, and how to get support for a bill or other cause. Types of wildlife laws were discussed with Center for Wildlife Law director Ruth Musgrave, especially laws protecting endangered wildlife species. Wild Friends Panel Interview Senior mentor John Pickering was particularly helpful in educating the Wild Friends students about the legislative process, interviewing their representatives, and drafting actual legislation. Mr. Pickering organized a student interview of two district representatives at community center. Four Wild Friends students formed the panel. Two girls and two boys each read aloud various questions to the representatives regarding their positions on the environment and legislative decision-making, while Jack served as moderator. The room was filled to capacity with other students, who followed the discussion with many questions. Wild Friends Memorial A legislator, Rep. Cisco McSorley, volunteered his time to help students draft a "Wild Friends memorial" for the New Mexico legislative session. He guided the students through the process of how legislation is created. He had them appear before the House and the Senate to testify on behalf of their memorial. Rep. McSorley also sponsored the memorial and arranged for co-sponsors. Most of the Wild Friends students reported that writing real legislation and traveling to Santa Fe to testify before committees was the highlight of their school year. Letter Writing Writing effective letters was the focus of another activity. Following a lively debate about national wildlife issues, the students and seniors were divided into two groups. One group wrote letters to the president of the U.S. regarding their wildlife concerns. (They later received from the White House Pres. Bush's brochure describing what the presidency does.) Other Wild Friends wrote letters to middle school students in Australia regarding wildlife in New Mexico, and requested information about wildlife and endangered species in Australia. Zoo Programs A Wild Friends program featured the U.S. Department of Interior's "Suitcases for Survival," at the Rio Grande Zoo. A zoo docent traveled to each community center to display and discuss the suitcase's contents, items such as an elephant tusk, a pair of sea turtle boots and an African Dwarf Crocodile purse, all of which came from endangered species. Harmless "copy-cat" items, such as simulated ivory and tortoise shell products and fake fur, were also included for comparison purposes. All of the natural items had been confiscated by customs inspectors. There are 35 such suitcases distributed around the country for educational purposes. The Rio Grande Zoo's educational consultant worked with Wild Friends staff to design educational opportunities for the students and seniors. A particularly successful activity involved going "behind the scenes" to learn about jobs and careers, of which there are a total of 40 at the Rio Grande Zoo. Students and seniors met the veterinarian, the diet room technician, the general curator, the curator of mammals, and various docents. The students and seniors ended their backstage tour by meeting and touching live alpacas. Wild Friends were allowed a sneak preview of two endangered white tiger cubs, later presented to the general public. A child psychiatrist who served on our advisory board helped prepare the Wild Friends for "people observing" at the zoo. Wild Friends teams were provided with survey forms designed to generate discussion about human behavior and the value of rules which protect both people and animals (see Appendix ). The Tracking Project Wild Friends had the opportunity to work with John Stokes, director of The Tracking Project. The project is dedicated to helping people and communities through awareness of the "natural arts." Stokes and his team of traditional Native American elders and guest artists travel throughout the United States to bring music, storytelling, dance, tracking and survival skills to both adults and children. During two sessions devoted to survival skills, Stokes, whose background includes living among the Australian Aborigines for many years, taught Wild Friends rudimentary tracking skills and traditional ways to build a fire without matches. Modeling Educational Puppetry The use of puppets helped bring to life the messages and creativity of all participants. Puppets became an educational tool and a means of capturing the attention of youth and adults, as well as a way in which to extend the experiences of small groups to wider audiences. The Wild Friends puppets were a combination of handmade, youth-designed and produced, as well as lifelike wildlife puppets purchased at an educational discount from a commercial puppet manufacturer. At Wild Friends grand openings, puppet programs involved staff, mentors, educators and youth in understanding the goals of the Wild Friends and were used as a means to capture the attention and encourage active participation of all age groups. A simple educational puppet stage was used to allow volunteers to try out animal puppet characters and create Wild Friends messages. On another occasion, two professional puppeteers and two senior mentors presented a successful show and puppet making workshop. The students created their own characters. Additional puppets were made in the spring to act out the scripts written by both classroom Wild Friends from Dolores Gonzales Elementary School and Bernalillo County Parks and Recreation after-school Wild Friends. Field trips to the state capital also included puppets. The puppets were carried into the legislative committee meetings and onto the Senate floor in the Capital Building. The puppets were an effective tool to call attention to Wild Friends issues and the content of the Wild Friends memorial. One boy wore his puppet on his shoulder and hat everywhere he went. The puppets presented an ideal medium for press coverage for the Wild Friends legislative activities, and the Wild Friends students with their wildlife puppets were featured on the CBS-affiliate television station's evening news program. On Earth Day in 1992, 35 Wild Friends students presented their original stories and performed in a borrowed stage on the zoo grounds. Additional participants included students from two volunteer first and second grade classes who opened the show with their twelve-foot display of recycled trash and an Earth Day song. During year one, our staff worked with librarians in three rural settings. Librarians arranged exhibits of books about wildlife issues and invited particular youth groups to attend the Wild Friends sessions. Several teachers were invited to bring classes and did preparatory work in the classroom ahead of time, including skit writing and simple puppet making. Handouts and books on display provided some suggested activities. In two situations, library patrons with younger children became involved and asked for additional opportunities to connect with Wild Friends. Samples of Mentor "Pocket Programs" Several of the Wild Friends mentors had special interests and/or hobbies they wanted to share with the students:
As Year One drew to a close, our staff met with the Bernalillo County Parks and Recreation Department staff regarding their leadership of Year Two activities. As their staff had already done much of the work of making the first year of Wild Friends a success, they enthusiastically agreed to take over the organization and implementation of the second year of Wild Friends in the greater Albuquerque community. Chapter 10
In the opinion of the evaluators the Wild Friends program achieved its year one goals in highly creative ways that went beyond the scope of the proposal. Many excellent activities were undertaken that expanded the knowledge of wildlife conservation and improved the life and leadership skills among the children. Program Highlights The Wild Friends program highlights for 1991-1992 included:
During the first year of the program, students and mentors learned about and shared knowledge of the environment, animal habitat, wild animal life in various settings, and the complex problems with regard to law and wildlife conservation. The students had numerous opportunities to discuss and debate these issues in a variety of settings. Some of the settings included: the development of Earth Day puppet shows at the Rio Grande Zoo, trips to the legislative session in Santa Fe, and panel discussions with State Representatives and students. In addition to a greater understanding of the area of wildlife conservation, relationships of respect, trust and understanding were developed among students and mentors as they worked, studied, or planned projects and participated in numerous events together. There were many incidences where a heightened sense of self esteem and responsibility were noted. Evaluation Format The evaluation of the program had both quantitative and qualitative components. Surveys were given to the participants to ascertain achievement of the stated program goals. Participant observation and interviews were also a major part of the evaluation. It was the utilization of this data that captured in the participants' own words the essence of the program. In the area of wildlife conservation, relationships of respect, trust and understanding were developed among students and mentors as they wor |
