Activity 1: The Wooly, Wooly West

1. Begin by projecting the Interactive Sheep and Wool Maps on the board.
2. Ask students to study the maps and consider the following:
   • What do the various colors on the maps represent?
   • Which region(s) in the United States raise the most sheep?
   • Which region(s) in the United States produce the most wool?
   • What are the top 10 sheep-producing states?
   • What are the top 10 wool-producing states?
   • How can the top sheep-producing states differ from the top wool-producing states?
     • Some sheep producers raise sheep specifically for breeding and meat production. Other sheep producers raise sheep for meat production who also have high-quality wool that can be sold.
3. Project the Federal Lands Map on the board.
4. Ask students, "Is there a correlation between the sheep/wool maps and the federal lands map?"
5. Project the maps and table below on the board.
6. Ask students to analyze the relationship between the maps. Ask students, "If the western states are predominately federally owned, AND the top sheep- and wool-producing states are also in the western states, where do ranchers raise all of these sheep?"
7. Using information from the Background Agricultural Connections paragraph, explain to students that many ranchers in the West utilize federal land to graze sheep and cattle. The ranchers obtain permits or leases from federal agencies to raise livestock. Ask students to consider the pros and cons of using federal land to graze animals throughout the remainder of the lesson.

Activity 2: Public Lands Timeline

1. Project the Federal Lands and Indian Reservations Map on the board.
2. Divide the class into six different groups so there are 3-4 students in a group. If a class is too large, assign the same category to multiple groups.
3. Assign each group a topic from the History of Public Lands PDF.
   • Group 1: Where did the public lands come from?
   • Group 2: What happened to the original public lands?
   • Group 3: Federal Land Agencies
   • Group 4: Emergence of the BLM
   • Group 5: New laws, New Uses, New Identity for the BLM
4. Pass out one Public Lands Timeline handout to each group.
5. Allow students to work in groups to read the History of Public Lands PDF. Students should address the questions and topics from the Public Lands Timeline handout and include them on their group timeline poster.
   • Note: to supplement students' reading and knowledge, digital access to Federal Land Ownership: Overview and Data can be given to students as well. This document includes maps, data, and further details on federal land ownership.
6. When groups have finished their posters, ask one member from each group to bring their poster to the front of the class. Ask students holding the posters, ask one member from each group to bring their poster to the front of the class. Ask students holding the posters to stand in order, creating a sequential timeline of public lands.
7. One at a time, have each group spokesperson present their material. Students should build upon the previous groups' posters and information as they go.
8. Interject, if needed, to discuss key topics such as land grants, acts, laws, and federal agencies.
9. Again, ask students to consider the same question as earlier, "What are the pros and cons to grazing livestock on federal land?" Also ask, "How do federal lands and public domain benefit Americans?" 

Activity 3: Federal Land Use from Different Points of View

1. Write the numbers 1-6 on a beach ball or soccer ball.
2. Now, stand in the middle of the room and hold the ball up for students to see. Without rotating the ball, ask students in various points of the room which number(s) they can see. For example, ask a student in the front of the classroom what number he or she sees, followed by the same question to a student in the back of the room and so on. Each student will see all or part of different numbers. 
3. Ask your students, "Why, if you are all looking at the same object (the ball), are you seeing different numbers?" Explain that it is because each has a different "point of view." Each student sees different numbers from their point of view. They may see an entire number or part of a number. There will be some numbers that they do not see at all. 
4. Use this object lesson to spring into a discussion about federal land use in the western United States.
5. Ask students, "What different points of view should be considered when discussing agriculture and federal land use? How could this be a controversial topic?"
6. Allow students to share and discuss different points of view related to grazing livestock on federal land.
7. While holding the ball in the middle of the room, divide students into six groups based on where they are sitting. Ask each group which number they see best from their position in the classroom. The number that they see will be their assigned point of view. For example, if a group sees the number one best from their position in the classroom, they will have card #1 and their point of view will be a beef rancher.
   Note: Students may stay in the same groups as Activity 2 or be divided into new groups based on their view of the ball.
8. Using the Federal Land Point of View cards, assign each group a point of view to consider.
9. Instruct groups to study the information on their card and discuss their point of view as a group. What other facts and information could be added to support their point of view? Groups should research their point of view and find various artifacts (e.g. video clips, news articles, opinion articles, etc.) that would help defend their point of view in a presentation or class discussion.
   Note: If time is short, the information on the card should give them the baseline information that they need.
10. Allow students to present their material (point of view) to the class or set up desks for a classroom discussion on each of the different points of view.
11. As each group presents or discusses their point of view, remind students of the following:
    • It's okay to agree to disagree.
    • When looking at or discussing issues, people may use facts, opinions, or personal biases to defend and persuade others to see her or his point of view.
    • Resolving issues and evaluating situations requires that we look at the viewpoints of others to arrive at workable solutions, to form realistic conclusions, or to make our own evidence-based decisions.