Homecoming 2014: Great Scots
John Muir > Social Studies > Second and third level
Key theme: John Muir
Introduction
John Muirv was born in Dunbar, East Lothian on 21 April 1838. He was the third of 8 children and developed an
interest in nature at a young age. The family moved to Wisconsin, USA in 1849 when John was 11 years old. Later
he enrolled in the University of Wisconsin-Madison and undertook a variety of undergraduate courses. He spent
some time in the Canadian wilderness with his brother Daniel. He returned to the United States in 1866 and worked
in a mill where an industrial accident changed his life. A tool slipped and caught his eye, blinding him for 4 weeks.
When he regained his sight he decided to follow his dream of exploration and the study of plants.
He walked nearly 1000 miles from Indiana to Florida, sailed to Cuba, New York and finally San Francisco. Whilst in
California he spent time in Yosemite where he became convinced that glaciers had sculpted the valley and
surrounding area. He was fundamental to the establishment of Yosemite National Park and even took President
Rooseveldt camping there. Muir wrote lots of articles and books on nature. He was an explorer, an adventurer, a
botanist, a farmer, a mountain climber, a geologist and a pioneer of nature conservation.
John Muir died on 24 December 1914.He has been called the patron saint of American wilderness and the founder
of the world national park movement. 2014 sees the hundredth anniversary of his death and there are many events
planned throughout Scotland to celebrate this great conservationist including the official opening of the John Muir
Way from Dunbar to Helensburgh.
John Muir (en.wikipedia.org)
This learner journey focuses on Scotland’s landscape, national parks and ancestral tourism.
Prior Learning
Most learners should have a good idea of their local environment, both built and natural. They should have participated in some outdoor learning even if it is only within the
school grounds or the immediate environs of the school.
Some learners will have visited a national park to take part in a recreational activity or just to view the scenery.
Some learners will have relatives who have moved to other countries e.g. Australia, USA and may be able to discuss this with their families.
Most learners will have been tourists within Scotland or abroad. Within their local area they may have visited a tourist attraction e.g. the Robert Burns Birthplace Museum,
Culloden, Our Dynamic Earth, Stirling Castle.
www.educationscotland.gov.uk/studyingscotland
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Homecoming 2014: Great Scots
John Muir > Social Studies > Second and third level
Capabilities
Interdisciplinary opportunities
Successful learners: Learners will learn independently and as
part of a group. They will link and apply different kinds of
learning in new situations.
There are many cross-cutting themes throughout these
learning experiences. Strong links can be made through Global
Citizenship, Sustainable Development Education, Eco-schools
and Outdoor Learning. The ethos of the school can also be
considered in terms of how pupils respect and value their
buildings and grounds.
Confident individuals: Through learning about John Muir,
learners are encouraged to pursue a healthy and active
lifestyle. They will develop and communicate their own view of
the world.
The main curriculum area is Social Studies particularly People,
Place and Environment and People, Past events and
Societies. People, Society, Economy and Business can be
touched upon too.
Responsible citizens: Learners will develop knowledge and
understanding of the world and Scotland’s place in it. Learners
will make informed choices and decisions about how to interact
with their environment.
Links can be made with Science and PSE through caring for
people and the environment. John Muir can be considered as
a pioneer, an explorer and someone who went on a great
journey. Learners can consider what great journeys are left for
humans e.g. space travel, oceanic exploration. Where do they
think they might journey?
Effective contributors: Learners will work in partnership and
in teams to investigate Scotland’s landscapes, national parks
and tourism.
www.educationscotland.gov.uk/studyingscotland
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Homecoming 2014: Great Scots
John Muir > Social Studies > Second and third level
Experiences and outcomes
Social Studies – People, Place and Environment
I can describe the major characteristic features of Scotland’s landscape and explain how these were formed. SOC 2-07a
Having investigated processes which form and shape landscapes, I can explain their impact on selected landscapes in Scotland, Europe and beyond. SOC
3-07a
I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally-responsible way.
SOC 2-08a
I can consider the advantages and disadvantages of a proposed land use development and discuss the impact this may have on the community.
SOC 2-08b
I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. SOC 3-08a
I can develop my understanding of the interaction between humans and the environment by describing and assessing the impact of human activity on an
area. SOC 4-10a
Social Studies- People, past events and societies
I have developed a sense of my heritage and identity as a British, European or global citizen and can present arguments about the importance of respecting
the heritage and identity of others. SOC 4-02a
I can use primary and secondary resources selectively to research events in the past. SOC 2-01a
I can interpret historical evidence from a range of periods to help to build a picture of Scotland’s heritage and my sense of chronology. SOC 2-02a
I can investigate a Scottish historical theme to discover how past events or the actions of individuals or groups have shaped Scottish society. SOC 2-03a
Social Studies- People, Society, Economy and Business
I can discuss issues of the diversity of cultures, values and customs in our society. SOC 2-16c
Health and Well-being
Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.
HWB 2-13a and HWW 3-13a
www.educationscotland.gov.uk/studyingscotland
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Homecoming 2014: Great Scots
John Muir > Social Studies > Second and third level
Learning experience A: Landscapes
Introduction
This learning experience will allow
learners to consider the shaping of the
Scottish landscape. John Muir was one
of the first people to conclude that the
major landforms in Yosemite Valley,
California were created by glaciers and
not a major catastrophic event. During
the Ice age glaciers and ice sheets
covered much of Scotland and carved
out deep u-shaped valleys with steep
sides containing ribbon lakes.
Possible learning opportunities/tasks
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Work in pairs to think about the meaning of the word
“glaciation”. Agree as a class on a definition.
Think about the glacier as a moving, living thing and
write a poem or a rap about its journey. What did
John Muir see in that glaciated valley?
Having watched and listened to the explanations of
how each of the glacial features are formed, issue
“show me” boards or large sheets of paper and get
each group to expertly explain to the others one of
the features.
In groups, prepare a presentation, including diagrams
and photographs of one glacial feature per group
Make a class set of dominoes for glacial features
Key Learning
Learners can:
 Work co-operatively to come up
with a consensus on the meaning
of “glaciation”
 Generate a list of glacial features
in Scotland
 Describe how these features are
formed
Useful resources
BBC Class Clips
http://www.bbc.co.uk/learningzone/clips/
Scottish Natural Heritage
http://www.snh.gov.uk/about-scotlands-nature/rockssoils-and-landforms/ice-age-landforms/
http://www.snh.gov.uk/about-scotlands-nature/rockssoils-and-landforms/geodiversity-in-your-area/)
Cairngorms Learning Zone (for Higher pupils so will need
modified);
http://www.cairngormslearningzone.co.uk/ice-agetimes.html
Attached powerpoint of glacial features
Show me boards or flip chart paper
www.educationscotland.gov.uk/studyingscotland
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Possible evidence
Say- prepare a presentation on a particular glacial
feature and explain how it was formed to other
learners
Write- a poem or a rap about the moving glacier or
what can be seen in a glaciated valley
Make- a class set of dominoes for glacial features
Do- ideally a visit could be arranged to a glacial
landscape
Reflecting on learning
Reflective questions for learners:
Had learners considered how their natural landscape had
been created?
How do they (and other people) make use of the natural
landscape?
Do they take care of the natural landscape in the way that
they should?
Taking it further
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Learners could research other glaciated areas in the
world e.g. The Lake District, Snowdonia, The French
Alps, Yosemite
Learners could find out about a current glacier that is
retreating e.g. the Muir Glacier or Athabasca Glacier.
Calculations could be done around how much the
glacier has changed with time (NUMERACY)
Learners could consider why this is happening and
could be introduced to Climate Change
Learners could consider land use in a glaciated
landscape
Homecoming 2014: Great Scots
John Muir > Social Studies > Second and third level
Introduction
Learning experience B: National Parks
Possible learning opportunities /tasks
John Muir is seen by many people as the founder of the world national park
movement and was particularly active in North America. In his day, he
campaigned against the loss of the natural landscape and wanted to see it
preserved for future generations. There are only 2 national parks in
Scotland- Loch Lomond and the Trossachs (opened 2002) and the
Cairngorms, established in 2003 and extended in 2010. Liz Hanna, the
great great granddaughter of John Muir performed the Cairngorms opening
ceremony. At 4528km2 it is the largest national park in the UK. The park is
home to the country’s last great wilderness and is home to 25% of the UK’s
threatened animal and plant species.
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Stimulus
Stimulus: View this short clip which highlights some of the features of the
park
http://cairngorms.co.uk/the-park/park-video
or watch the following about John Muir’s life
http://www.youtube.com/watch?playnext=1&index=0&feature=PlayList&v=CDzhIvugw8&list=PL55028B99797AF00A
Useful resources
History of National Parks in the UK
www.nationalparks.gov.uk/press/history
Cairngorms National Park website
http://cairngorms.co.uk/
Commonwealth Games Learner journey; Inspiring Journeys
http://www.gameonscotland.org/Images/LearningJourneyInspiringJo
urneys_tcm4-748928.pdf
The John Muir Award
http://www.jmt.org/jmaward-home.asp
Visit Scotland
http://www.visitscotland.com/info/see-do/cairngorms-national-parkp241381
Attached powerpoint presentation of Cairngorms and Yosemite
slides
Key Learning
Learners can:
 Locate the National Parks on a map of Scotland
 Know why NP’s were established in the UK
 Identify different types of land use
 Discuss the environmental impact of human activity on the
landscape
 Suggest ways that we can be more environmentally responsible
www.educationscotland.gov.uk/studyingscotland
Individually using an atlas mark the National Parks and main
cities on a map of Scotland
Class discussion around leisure time activities, holidays,
access to the countryside to establish why legislation was
required
In pairs, establish a list of different types of land use in the
countryside
In groups, research a land use, its impact on the environment
and how to lessen the impact. Present back to
class.(Practitioners could use the example of John Muir’s
opposition to the building of the Hetch Hetchy dam in
Yosemite)
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Homecoming 2014: Great Scots
John Muir > Social Studies > Second and third level
Possible evidence
Reflecting on learning
Learners can:
Reflective questions for learners:
Say- debate the pros and cons of
setting up a new national park or look at
a controversial topical planning issue
within the countryside
Young people can think about how they
live their lives. Are they wasteful? Do they
recycle? Do they care about their
school/local/national environment? Can
they do anything to ensure the countryside
is preserved for the future?
Write- a letter to their local
council/MSP/MEP regarding an
environmental issue
Make- their own film about a
countryside area
Do- Discover, explore, conserve and
share in their chosen National Park or
local area to gain a John Muir Award.
www.educationscotland.gov.uk/studyingscotland
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Taking it further
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Involve the whole family/whole
class/whole school in the John Muir
Mission:Explore Activities
http://www.jmt.org/jmaward-missionexplore-john-muir.asp (Outdoor Learning)
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Get involved in the John Muir Award
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Investigate the reasons for setting up
National Parks in different parts of
the world e.g. UK, USA, Kenya etc
(Global Citizenship)
Homecoming 2014: Great Scots
John Muir > Social Studies > Second and third level
Learning experience C: Scottish Heritage and Ancestral Tourism
Introduction
Possible learning opportunities /tasks
The family of John Muir was only one of many who emigrated
from Scotland in the nineteenth century. This learning
experience looks at why this happened and why many people
return to Scotland to look for their ancestors. It will consider the
impact of using our heritage to encourage tourists to visit our
country.
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Stimulus
Any visual material of the Highland Clearances e.g. from BBC
class clips, text books, internet photographs to stimulate
discussion as to why people emigrated from Scotland in the 18th
and 19th centuries.
Key Learning
Learners can:
 Tabulate the key reasons for emigration
 Use their knowledge of all things Scottish to define “heritage”
 Identify a local building to make into a tourist attraction
 Realise why visitors come to Scotland
 The importance of heritage to the Scottish economy
www.educationscotland.gov.uk/studyingscotland
.
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Class discussion on why people left Scotland in the 18th and 19th Centuries
In pairs, construct a table which has a list of “push” and “pull” factors for
migration at this time
In groups, get learners to consider making this journey to a far off land- what
would they take? What would they miss if they left home?
In groups, ask learners to brainstorm what they think are typical Scottish
things
Using their brainstorms, try to come up with a definition of “heritage”
In pairs, get them to identify a significant local building which is part of their
heritage. Get them to write down their arguments for and against keeping this
building.
Consider why people want to come back to visit Scotland and the impact this
has on the Scottish economy
Useful resources
BBC Class Clips
http://www.bbc.co.uk/learningzone/clips/
Scottish History
http://www.educationscotland.gov.uk/scotlandshistory/
Visit Scotland
http://www.visitscotland.com/info/events/homecoming-scotland-2014-john-muir-festivalp691831
Scottish Natural Heritage
http://www.snh.gov.uk/enjoying-the-outdoors/year-of-natural-scotland-2013/celebratejohn-muir/
John Muir’s Birthplace
www.jmbt.org.uk/
New website being developed for Homecoming 2014
www.discoverjohnmuir.com
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Homecoming 2014: Great Scots
John Muir > Social Studies > Second and third level
Possible evidence
Reflecting on learning
Taking it further
Learners can:
Reflective questions for learners:
Young people can consider how
Tourism and the decisions tourists
make effects individuals and
communities. This can be in relation to
problems/conflicts in national parks
e.g. congestion, litter, footpath erosion
or how some buildings are restored
and some are left in ruins
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Say- conduct a local council meeting
whereby class members put forward
their cases for restoring buildings- vote
on which ones should be kept
Write- a letter as an emigrant aboard a
ship setting sail for a new life in
America to a loved one left behind
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Make- a display of items in the
classroom that are from Scotland
Do- visit the buildings they’ve chosen
to retain and produce a leaflet about
each one
.
www.educationscotland.gov.uk/studyingscotland
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Invite in a speaker who is someone
who has migrated in to Scotland.
Get learners to make up questions
to ask. (LIT)
Introduce pupils to Historic
Scotland’s “Scottish Ten” website
and look at the digital images
contained. Consider how digital
images can be used to promote
tourism across the world (TECH)
Look at the John Muir Visitor
Centres in Dunbar and Martinez to
see how they interpret and promote
John Muir’s legacy and key
messages. Look at ways that other
Great Scots are remembered (LIT)