1.
Academic
Controversy
in
the
History
Classroom
This workshop is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Region Program, coordinated by Waynesburg University.
Historical Question:
Should
the
African
Elephant
be
protected?
Author: Sarah Stolfi
Class/Grade Level: 7th grade World Studies
CT Standards:
2.1 Access and gather information from a variety of primary and secondary sources including
electronic media (maps, charts, graphs, images, artifacts, recording and text).
2.2 Interpret information from a variety of primary and secondary sources, including electronic media
(maps, charts, graphs, images, artifacts and text).
3.2 Analyze and evaluate human action in historical and/or contemporary context from alternative
point of view
Overview:
Africa is home to unique animal species. The global community is passionate about the protection of
this wild life, especially the African elephant. Large of tracts land have been set side in Eastern Africa
for conservation, where elephant herds can graze. Many African countries rely money from tourism
that features animal conservation, such as Safaris. Big game hunters are attracted to these areas to
hunt for sport. Many Africans have a quality of life where they live on less than a dollar a day.
Although African elephants are endangered they provide a source of income for poachers and also
food for families. Elephant ivory still gets a high price in underground markets and the consequences
for poaching are not stiff enough. Jail sentences are brief and the fines are not that high. For many
poor people, poaching is often worth the price. African elephants migrate and require vast areas of
land to graze. As parts of Africa become more urbanized, migrating elephants often end up the
where they do not belong. This makes the elephants even more venerable. Elephants eat large
quantities and consume farmer crops.
Yes:
Elephants
are
an
endangered
animal
and
need
protection
from
poachers

2. No:
The
elephants
need
large
areas
of
land
to
graze,
they
get
into
farmers
crops
and
eat
the
crops;
elephant
meat
could
feed
a
starving
family.
Document Summary:
Document 1 shows a Khartoum Sudan Zoo, where a young African elephant is being protected in a
zoo. This document meant to make students feel African elephants should be allowed to roam free.
Document 2 shows an illustration called the Revengeful and Chivalrous Elephant of Africa. It depicts
a man being chased by an elephant. What students are expected to glean from this picture that
elephants can be seen as a problem for humans. Students will draw on understandings of the space
required for an elephant to have an appropriate level of grazing land.
Document 3 shows the glory of hunting. The photo features Theodore Roosevelt, an avid sport
hunter standing next to his kill. Students are suppose to infer by looking at this photo that elephant
hunting was popular during the early 20th century. The will also drawn the fact that today elephants
are protected and hunting elephants to kill them for sport can be regarded as taboo.
Document 4 shows what appears to be white colonists trailing tribesman carrying off ivory from a
recent hunt. Students are expected to infer that hunting of elephants was common practice and was
done in abundance.
Document 5 shows an animated circus (jubilee) poster advertisement. The poster features several
performs and also elephants putting on a show. Students are supposed to look at the picture and
infer that elephants can be protected in a circus life. Perhaps some students will even make
connections to their own personal experiences.
Document 6 shows a United State government document, H.R.4849 the Anti-poaching act of 1988.
This document outlines the anti-poaching legistation and outlines punishment and defines what
activity constitutes poaching activity. Students are expected to use this document to gain knowledge
about the consequences of poaching and also to learn about who animals, specifically elephants are
being protected.
Procedure (80 minutes):
1. Introduction of lesson, objectives, overview of SAC procedure (15 minutes)
2. SAC group assignments (30 minutes)
a. Assign groups of four and assign arguments to each team of two.
b. In each group, teams read and examine the Document Packet
c. Each student completes the Preparation part of the Capture Sheet (#2), and works with
their partner to prepare their argument using supporting evidence.
d. Students should summarize your argument in #3.
3. Position Presentation (10 minutes)
a. Team 1 presents their position using supporting evidence recorded and summarized on
the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 2
records Team 1’s argument in #4.
b. Team 2 restates Team 1’s position to their satisfaction.
c. Team 2 asks clarifying questions and records Team 1’s answers.

3. d. Team 2 presents their position using supporting evidence recorded and summarized on
the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 1
records Team 2’s argument in #4.
e. Team 1 restates Team 2’s position to their satisfaction.
f. Team 1 asks clarifying questions and records Team 2’s answers.
4. Consensus Building (10 minutes)
a. Team 1 and 2 put their roles aside.
b. Teams discuss ideas that have been presented, and figure out where they can agree or
where they have differences about the historical question
Closure:
Teacher will close the lesson using an exit slip. On the exit slip students will write a detail supporting
their viewpoint and detail that is an opposing view point.
Assessment:
Teacher will assess student learning through the construction of a persuasive response essay. In this
essay, students will argue reflect on both sides of this issue and then explain how they feel more
strongly about one side over another in a well written response. Essays will be written in a 5-
paragraph format and will contain a thesis statement and three-body paragraphs in which student
writing will support their thesis statement with the use of primary source documents for support. In the
closing paragraph, students must include a rebuttal statement indicating an understanding of the
strongest argument for the other side and then use it against them. Students will peer edit each
other’s work. Then submit a final draft for teacher review.
Differentiation:
In order to differentiate this lesson, accelerated students will write their paper from the opposing
viewpoint, in other words they will write about side that they don’t agree with. Hopefully, this
technique will foster a sense of controversy for them and help them to draw conclusions about both
sides. Special education students will write about the side they favor. They will also have various
accommodations based on their individual needs such as, sentence starters; different graphic
organizers may also be used if needed. For example, some students will use a graphic organizer
with extra white space. For other special education students graphic organizers may include partially
completed details. Additionally, important details in text will be highlighted for ease of use. For
English language learners, a word bank will be provided. This modification is also meant to serve as
an accommodation for all students and will assist with vocabulary development. The length of the
essay will be modified to the specific needs of both special education students and English language
learners.

4. DOCUMENT PACKET
Document 1
As the desire for conservation and protection has grown so too has the
development of zoos. Zoos provide people with the opportunity to view
endangered species in their "natural" habitat. This image shows a Zoo
located in Khartoum.
Source: Sudan. Khartoum. Khartoum Zoo. A young African elephant
• Digital
ID:
(digital
file
from
original
photo)
matpc
17315
http://hdl.loc.gov/loc.pnp/matpc.17315
• Reproduction
Number:
LC-­‐DIG-­‐matpc-­‐17315
(digital
file
from
original
photo)
• Repository:
Library
of
Congress
Prints
and
Photographs
Division
Washington,
D.C.
20540
USA
http://www.loc.gov/pictures/resource/matpc.17315/

5. Document 2
Elephants require a lot of land to migrate and graze. Many farmers and
urbanites are concerned that Elephants are wandering into urban places
where they do not belong.
Source: The revengeful and chivalrous elephant of Africa Digital ID: (digital file from original print) pga
00240 http://hdl.loc.gov/loc.pnp/pga.00240 Library of Congress Prints and Photographs Division
Washington, D.C. 20540 USA

6. Document 3
At the start of the 20th century land conservation and wild life protection was
not enforced as it is today. Without advent of plastics, elephant ivory was
used to make many practical items. Additionally, hunting elephants was a
popular sport. In this image below President Theodore Roosevelt, is
pictured holding gun leaning on an elephant carcass. This image glorifies
hunting African elephants.
Source: [Theodore Roosevelt, three-quarter length portrait, standing
next to dead elephant, holding gun, probably in Africa]
• Digital
ID:
(b&w
film
copy
neg.)
cph
3c31443
http://hdl.loc.gov/loc.pnp/cph.3c31443
• Reproduction
Number:
LC-­‐USZ62-­‐131443
(b&w
film
copy
neg.)
• Repository:
Library
of
Congress
Prints
and
Photographs
Division
Washington,
D.C.
20540
USA
http://www.loc.gov/pictures/resource/cph.3c31443/

8. Document 4
Africa’s land was colonized by many European countries. Africa was a
source of income for many countries abroad. Africa had an abundance of
elephants and it provided Europeans access to ivory. In this picture below
two colonists appear walking tribesmen who are carrying off ivory tusks.
Source: [Carrying off the ivory]
• Digital
ID:
(digital
file
from
intermediary
roll
film
copy)
cai
2a15229
http://hdl.loc.gov/loc.pnp/cai.2a15229
• Reproduction
Number:
• Repository:
Library
of
Congress
Prints
and
Photographs
Division
Washington,
D.C.
20540
USA
http://hdl.loc.gov/loc.pnp/pp.print
http://www.loc.gov/pictures/resource/cai.2a15229/

9. Document 5
African elephants became an important of oddity shows and circuses across
the western and eastern hemispheres. Pictured here is an advertisement
for a minstrel jubilee featuring elephants. Elephants featured in these
shows were protected and kept safe by humans.
Source: Wm.
H.
West's
Big
Minstrel
Jubilee Digital
ID:
(digital
file
from
intermediary
roll
copy
film)
var
1834
http://hdl.loc.gov/loc.pnp/var.1834
Repository:
Library
of
Congress
Prints
and
Photographs
Division
Washington,
D.C.
20540
USA

10. Document 6
This is summary of H.R.4849 the Anti-poaching act of 1988 in this document
the United State government makes it clear that importing elephant ivory
and poaching of elephants is illegal. This document outlines the criminal
penalties for being caught by law enforcement with the intent to illegal sell
elephant ivory in underground “illegal” markets. It also defines what it
constitutes as illegal.
SUMMARY AS OF:
6/16/1988--Introduced.
African Elephant Anti-Poaching Act of 1988 - Makes it unlawful for any person to import into the
United States any African elephant ivory from Burundi or from any country which: (1) is not a
member of the Convention on International Trade in Endangered Species of Wild Fauna and Flora
(the Convention); (2) does not have a population of African elephants living in the wild; or (3) is not
a part of the African Continent. Exempts from such prohibition ivory from an African elephant that
was legally taken by sport hunting in a country, other than Burundi, that: (1) is a member of the
Convention; (2) has a population of African elephants living in the wild; and (3) is part of the African
Continent.
Sets forth civil and criminal penalties for knowing violations of this Act. Authorizes the Secretary of
the Interior (the Secretary) to assess a civil penalty of up to $10,000 for each violation. Sets forth
notice and hearing requirements relating to such civil penalties. Sets forth criminal penalties of a fine
of between $5,000 and $20,000, and/or one year's imprisonment. Grants jurisdiction to the U.S.
district courts over any actions arising under this Act. Directs the Secretary or the Secretary of the
Treasury to pay appropriate rewards, from sums received as penalties, fines, or property forfeitures
under this Act, to persons furnishing information which leads to an arrest, criminal conviction, civil
penalty assessment, or forfeiture of property for any violation of this Act or regulations issued under
it. Makes ineligible for such rewards Federal, State, or local government officers or employees who
furnish such information or render related service in the performance of their duties.
Sets forth enforcement provisions. Requires enforcement of this Act, and any regulations or permits
issued pursuant to it, by the Secretary, the Secretary of the Treasury, or the Secretary of the
department in which the Coast Guard is operating, or all such Secretaries. Authorizes such
Secretaries to utilize for such purposes by agreement and with or without reimbursement, the
personnel, services, and facilities of any other Federal or State agency. Authorizes U.S. district court
judges and U.S. magistrates to issue warrants or other process required for such enforcement. Sets
forth provisions relating to: (1) inspections, arrests, searches, and seizures; and (2) application of
other laws. Authorizes the Attorney General to seek injunctions against violators. Sets forth forfeiture
provisions as follows.
Subjects to forfeiture to the United States in cases of violations of this Act or regulations, permits, or
certificates issued under it: (1) all imported African ivory involved; and (2) all equipment, vessels,
vehicles, aircraft, and other means of transportation used to aid various activities involved.
Authorizes such Secretaries to issue appropriate enforcement regulations and charge reasonable fees
for expenses to the Government connected with permits or certificates authorized under this Act
(including application processing and reasonable inspections), and with the transfer, board, handling,
or storage of fish or wildlife or plants and evidentiary items seized and forfeited under this Act.
Requires deposit of such fees in the Treasury to the credit of the appropriation which is current and

11. chargeable for the cost of furnishing the services. Allows appropriated funds to be expended pending
reimbursement from parties in interest.
Directs the Secretary to administer this Act, in consultation with the Secretary of the Treasury and
the Secretary of the Department in which the Coast Guard is operating.
Provides that nothing in this Act shall be construed as superseding or limiting in any manner the
functions and responsibilities of the Secretary under the Endangered Species Act of 1973 or of the
Secretary of the Treasury under the Tariff Act of 1930.
Preempts any State law or regulation to the extent that it permits what is prohibited, or prohibits
what is authorized, under this Act or regulations issued under this Act.
Vocabulary:
Appropriation: a sum of money that has been set aside from a
budget, especially a government budget, for a specific purpose
Evidentiary- relating to, consisting of, or based on evidence
Regulation- an official rule, law, or order stating what may or may
not be done or how something must be done.
Seizures- taking of something by force
Superseding- to take the place or position of something that is less
efficient, less modern, or less appropriate, or cause something to do
this.
Violations- crime or infringement of a law or rules, especially one
Source: than a misdemeanor or a foul in sports.
less serious
H.R.4849
Latest Title: African Elephant Anti-Poaching Act of 1988
Sponsor: Rep Fields, Jack [TX-8] (introduced 6/16/1988) Cosponsors (None)
Latest Major Action: 6/22/1988 Referred to House subcommittee. Status: Referred to
Subcommittee on Fisheries and Wildlife Conservation and the Environment.
http://thomas.loc.gov/cgi-­‐bin/bdquery/z?d100:HR04849:@@@L&summ2=m&
Some of the language and phrasing in these documents have been
modified from the originals.

12. CAPTURE SHEET Don’t
forget
the
rules
of
a
successful
academic
controversy!
1. Practice
active
listening.
2. Challenge
ideas,
not
each
other
Should
the
African
Elephant
be
3. Try
your
best
to
understand
the
other
protected? positions
4. Share
the
floor:
each
person
in
a
pair
MUST
have
an
opportunity
to
speak
5. No
disagreeing
until
consensus-­‐
Preparation: building
as
a
group
of
four
1. Highlight your assigned position.
Yes:
Elephants
are
an
endangered
animal
and
need
protection
from
poachers
No:
The
elephants
need
large
areas
of
land
to
graze,
they
get
into
farmers
crops
and
eat
the
crops;
elephant
meat
could
feed
a
starving
family.
2. Read through each document searching for support for your side’s argument. Use the
documents to fill in the chart (Hint: Not all documents support your side, find those that do):
Document What is the main idea of this document? What details support your position?
#
3. Work with your partner to summarize your arguments for your position using the supporting
documents you found above:

13. Position Presentation:
4. You and your partner will present your position to your opposing group members. When you
are done, you will then listen to your opponents’ position.
While you are listening to your opponents’ presentation, write down the main details that they
present here:
Clarifying questions I have for the opposing partners:
How they answered the questions:
Consensus Building:
5. Put your assigned roles aside. Where does your group stand on the question? Where does
your group agree? Where does your group disagree? Your consensus answer does not have
to be strictly yes, or no.
We agree:
We disagree:
Our final consensus: