Wilderness Program Guide - High Mountain Institute

WILDERNESS PROGRAM GUIDE
Fall 2016 Edition
2 - HMI WPG
Introduction ...................................... 4
How to Use This Document ...................................4
The HMI Mission and Core Values ......................4
Founding Principles of HMI and the
Wilderness Program ................................................4
Wilderness Program Overview and Enduring
Understandings ..........................................................5
General Guidelines............................. 6
Risk Management Resource Overview .............6
Instructor Qualifications and Advancement .6
Instructor Roles & Team Dynamics ...................8
Evacuation Coordinator ...................................... 10
Pre Trip Logistics ................................................... 11
Instructor Packing Considerations ................. 13
Administering and Recording Med Use......... 14
Teaching And Learning ....................................... 14
Assessment and Evaluation ............................... 16
Eval Writing Workshop ....................................... 17
Managing Behavioral and Motivational
Issues............................................................................ 18
Managing Mental Health Emergencies ........ 19
Course Progression .......................... 20
General Overview ................................................... 20
Introductory Expedition Calendar .................. 20
Road Trip ................................................................... 21
Hiking Days ............................................................... 21
Group Goals............................................................... 22
Debriefs ....................................................................... 22
Life in Camp .............................................................. 23
Peak Ascents ............................................................. 23
Layover Days ............................................................ 24
Re-Ration ................................................................... 24
Independent Student Travel .............................. 24
Standard Classes .............................. 25
Basic Skills 25
Hydration ................................................................... 25
Water Purification ................................................. 25
Sun Protection ......................................................... 25
Hygiene ....................................................................... 25
Packing a Pack ........................................................ 26
How to put on & take off a Pack ...................... 26
Hiking .......................................................................... 26
Foot Care.................................................................... 27
Possibles Bag ............................................................ 27
Bomb Proofing......................................................... 27
Stove Use .................................................................... 28
Stove Repair .............................................................. 29
Nutrition .................................................................... 29
Basic Cooking & Kitchen Practices ................. 29
Baking ......................................................................... 30
Carrie’s Cooking Cheat Sheet ............................ 32
Shelter Set-Up .......................................................... 34
Campsite Selection ................................................. 34
Staying Warm and Dry ........................................ 35
Sleeping Warm ........................................................ 35
Navigation 35
Map Care .................................................................... 36
Map Basics................................................................. 36
Contour Lines ........................................................... 36
Orienting the Map Using Features .................. 37
Predicting the Landscape to Come ................. 37
Trapping your Location ...................................... 37
Common Sense Navigation ................................ 37
Compass Use ............................................................. 38
RAD Plans .................................................................. 39
Leave No Trace 39
Peeing and Pooping............................................... 39
Leave No Trace Principles .................................. 40
Risk Management
40
HMI RM 101 .............................................................. 41
New Environments, New Activities ................. 41
Known Locations .................................................... 41
Staying Found & If Lost Then… ........................ 42
Finding Lost Groups and Individuals ............. 42
Basic First Aid .......................................................... 42
Stream and River Crossings ............................... 42
Lightning.................................................................... 43
Steep and Exposed Terrain ................................ 43
Swimming .................................................................. 44
Bear Camping and Travel Guidelines ............ 44
Communication 44
Introduction to Communication ...................... 44
SBI Feedback ............................................................ 45
VOEMPing.................................................................. 46
Mid-Trip Check-In .................................................. 46
The Water Line Model .......................................... 46
Community & Expedition Behavior (EB) 47
Community Standards and Rules .................... 47
Stages of Group Development ........................... 47
Standard EB Class .................................................. 47
SGT & E ....................................................................... 48
Circle ............................................................................ 49
Reflection ................................................................... 49
Solo ............................................................................... 49
HMI Campus Re-Entry/ Transference ........... 49
Leadership 51
Leadership Elements ............................................. 52
Smart Goals............................................................... 52
Leader of the Day ................................................... 53
Leadership Roles ..................................................... 53
HMI WPG - 3
Decision Making Styles ........................................ 54
Introduction to Ethics .......................................... 55
My Personal Ethical Compass ........................... 57
Leadership Grid ....................................................... 57
Place Based Nuggets- Mtns .............. 63
Introduction to Sense of Place .......................... 63
Climax Mine .............................................................. 64
Hagerman Pass Human History....................... 65
Endurance Racing .................................................. 71
The 10th Mountain Division................................ 72
Homestake Lake Becomes Slide Lake ............ 72
The Homestake Mine Disaster of 1885 ......... 73
Pikas and Super Marmots................................... 73
Leadville Geological History .............................. 74
Mountain Trees and Shrubs ............................... 76
Other Classes and Resources ............ 83
Review “Class” 83
Quotes, Games, Readings 84
Winter..............................................98
Introduction
98
HMI Semester Winter Progression.................. 98
Skiing Downhill-Ski Area Topics ...................... 98
Backcountry Ski Travel 100
Use and Care of Climbing Skins ..................... 100
Moving forward, level ground ....................... 100
Ascending and Descending on Skis .............. 100
Waxing ..................................................................... 100
Ski Expedition Travel
100
Sled Packing .......................................................... 100
Skiing with a Pack............................................... 101
Skiing with a Sled ................................................ 101
Traveling In Avalanche Terrain
101
Avalanche Transceivers and Rescue ........... 101
Avalanche Awareness ........................................ 101
Avalanche Guidelines for Instructors.......... 103
Winter Camping 104
Canyons ........................................... 90
Introduction
90
Progression 90
Travel to the Canyons ........................................... 90
Pacing for February Expeditions ..................... 90
Canyons LNT
90
Canyons Risk Management
90
Considerations for Cold Weather in the
Canyons ...................................................................... 90
Flash Floods .............................................................. 90
Instructor Notes for Steep & Exposed Terrain
(Canyons) ................................................................... 92
Terrain Tour ............................................................. 93
Canyons- sense of place resources
93
Canyons Cultural History .................................... 93
Basic Canyons Geology ......................................... 93
Common Dessert Plants ....................................... 94
Spotlight on Cryptobiotic Soil ........................... 95
Desert Plant Adaptations .................................... 96
Campsite Selection .............................................. 104
Quigloo Construction ......................................... 104
Snow Tarp/Mid Construction ........................ 105
Snow Cave Construction ................................... 105
Kitchen Construction ......................................... 105
Winter Kitchen Techniques ............................. 106
Camp Organization and Bombproofing .... 106
Pooping Systems ................................................. 106
Special Snow Structures ................................... 106
Winter Self Care 107
Staying Warm and Dry ..................................... 107
Sleeping Warm and Dry ................................... 107
Sun Protection ...................................................... 107
Foot Care................................................................. 107
Cold related Injuries ........................................... 107
LNT in the Winter 108
Winter Repairs 108
History of This Document
Endnotes 117
117
4 - HMI WPG
INTRODUCTION
HOW TO USE THIS GUIDE
The goal of this guide is to provide both a big picture view
of the HMI Wilderness Program while also giving
instructors some of the nuts and bolts skills for planning
for and providing a course that embodies the HMI
Mission and goals of the Wilderness Program. In addition
to the wilderness curricula this document endeavors to
capture some of the HMI vibe, expectations, philosophy,
and decision making solutions and challenges. Most of
this document includes guidelines, stronger expectations
are noted by words like “must” or “required.” Importantly
as noted in the Risk Management Plan, your judgement
may, in a given circumstance, justify a deviation from this
guide, or any other HMI guidelines or procedures.
THE HMI MISSION AND CORE VALUES
HMI Mission
HMI engages students in the natural world. Our school
unites rigorous intellectual inquiry, experiential learning,
wilderness expeditions, and shared responsibility in a
strong community. Our students realize their potential-as
leaders, independent thinkers, and thoughtful citizens.
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HMI Semester and Summer Term Core Values
Mentorship in and out of the classroom
Transference of what students learn beyond HMI
Place and community based education
Process based learning that teaches students how to
think, not what to think and conveys a passion for
learning
Integration of the natural world, academics, and
residential life
FOUNDING PRINCIPLES OF HMI AND THE WILDERNESS
PROGRAM 1
There were a few founding principles that guided the
starting of HMI in general and the wilderness program as
it relates to the semester experiences:
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We want to work with students who choose to be
with us in the backcountry. That is, our application
and admissions policies reflect our desire to enroll
students who actively choose the semester and the
wilderness experiences that are included, not
students who are "sent to HMI". Choosing to be a
part of the school does not necessarily mean the
student has any wilderness experience.
If students leave and say “I learned a lot but I don’t
ever want to do anything like that again”- we have
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failed. The wilderness program is not about putting
students through stressful situations but is about
teaching them how to camp and travel comfortably
and how to manage the risks associated with
wilderness travel.
The wilderness expeditions and experiences serve a
purpose (to enrich relationships with the natural
world and within the community and to enrich the
academic program) and also have value in their own
right.
The priorities for the wilderness program are safety-funlearning (A concept Molly and Christopher learned from
Deer Hill Expeditions).
From the beginning, students have been challenged by
the expedition grading. It might help you, and them, to
think about it this way: In traditional schools- how do
students know what is important? By how much weight
the grade carries in the class. At HMI and in life, what is
Safety Fun Learning
Students and staff must feel “safe*”
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Not "going to die"
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Cared for by leaders
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Safe to take risks emotionally with group
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Enough food & sleep, proper clothing and
the skills to stay warm and dry.
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*They should understand that injury or
worse is always a risk, but they feel
relatively comfortable.
Once students feel safe, they are able to have fun
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Developing shared experiences, stories,
jokes
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Our definition of fun may be different, may
expand what students expect as we blur the
line between work and play. Doing dishes
and contributing to the community can be
fun, so can type 2 fun of climbing peaks or
challenging weather.
Learning
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If the students feel safe and are having fun
they will have stronger relationships and
will learn more. This is one of the things
that makes our whole school special.
more important than Expedition Behavior (EB), how
students treat each other, whether they take initiative to
help the whole group, and whether they work to improve
their skills? This can feel like "Grading on Life" to them,
so it is essential that students understand that expedition
grading in particular is a way to show what we value.
HMI WPG - 5
WILDERNESS PROGRAM OVERVIEW AND ENDURING
UNDERSTANDINGS 2
On HMI Expeditions we teach students a variety of
outdoor skills including basic camping, cooking,
navigation, hiking, risk management, communication,
leadership and expedition behavior skills. We teach these
skills so that students can become comfortable living with
minimal means in close interaction with the natural world
and a small community of peers and instructors. Through
the problem solving challenges inherent in living out of a
backpack, such as staying warm, dry, well fed, and
traveling from one place to another, students develop
intrapersonal skills, interpersonal skills and bonds with the
places that they visit. It is HMI’s hope that students will
transfer these skills beyond HMI in the form of habits of
simplicity/efficiency, commitment to community and
future connections to the natural world.
We use a system of formal and informal observation,
assessment, and feedback to help students learn
expedition skills and to measure their final outcomes. In
the first few days of an expedition students are introduced
to the contents and format of the final written evaluation.
While teaching skills, instructors emphasize three to five
main points and then endeavor to observe students
demonstrating the key concepts of each skill throughout
the expedition. Mid way through each trip, each student
meets with an instructor advisor to discuss areas the
student is excelling as well as pointing out specific
examples of when the student demonstrated difficulty in
certain skills. The final written evaluation further
elaborates on skill areas that are strengths and those that
need improvement. Students receive a letter grade for the
expedition.
Enduring Understandings
The following points are a distillation of the key learning
outcomes the Wilderness Program strives to accomplish:
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Backcountry travel and exploration is a means of
developing a personal relationship with the natural
world.
Self reliance requires a basic set of skills, knowledge
and good judgment.
Building a strong community contributes to a
successful expedition.
The simplicity and challenge of traveling and living
in the backcountry provides opportunity for
reflection and community building.
The self and small group reliance necessary for
travel in the backcountry is transferable to “regular”
life.
Challenges with natural consequences provide
opportunity for learning and growth.
Life if full of risks; mindfully balance risks and
rewards.
Leadership can take many forms.
Leadership and communication can be taught,
practiced and learned. These skills can be transferred
to any environment.
One can connect to places they visit and
subsequently learn how to connect to other places.
P&P and the Wilderness Program
The Wilderness Program provides the overarching core
curriculum and guidance about how all HMI expeditions
should be conducted. One of the key goals of the
Wilderness Program is to create consistency between the
HMI Semester, Summer Term, Gap and other shorter
HMI Programs. All HMI programs are slightly different
but they should strive to impart the Enduring
Understandings of the Wilderness Program and ultimately
the Mission and Core Values of HMI.
Practices and Principles of the Natural World is the class taught
in both the HMI Semester and the Summer Term that
teaches both expedition skills and environmental ethics.
The P&P Faculty are responsible for adapting the
standard Wilderness Program progression of classes to
meet the goals of their course. Student evaluations and
how those evaluations are weighted within the rest of their
course is also the domain of the P&P Faculty. Newer P&P
faculty should seek the guidance of the Director of
Wilderness Programs and Risk Management to determine
what to teach on expeditions and how to evaluate students.
6 - HMI WPG
GENERAL GUIDELINES
Administrators often consider staffing first time EL’s with
an EL level Co-Leader.
RISK MANAGEMENT
RESOURCE OVERVIEW
Skills Advancement and Maintenance
Outdoor and experiential education
This guide itself contains a
experiences have associated risks; a
wealth of risk management
Field Briefings- The Director of Wilderness
few are dire and essentially all of the
resources such as a risk
Programs and Risk Management (Program
risks are unlikely. This means the
management curriculum for
Manager, or senior faculty) briefs field faculty
feedback loops are infrequent with
students, how to find lost
before each expedition, discussing relevant
regards to our efficacy in managing
groups and individuals,
risk management issues and pertinent logistics
risk. In all likelihood, your next
teaching proper stove use,
for the trip.
expedition will be uneventful because
how to stay warm and dry,
the base rate of undesirable outcomes
Training- HMI relies heavily on the training
travel guidelines in
is low not because of, or maybe even in
and mentoring of staff through faculty
spite of, your talents as an outdoor
avalanche terrain and much
training expeditions, small group trainings,
leader. Failure to recognize this is the
more. There is some
and ongoing training during expeditions.
first step down the path of hubris and
element of risk
Evaluation- Faculty are evaluated by peers and
over-confidence.
–
C
Barnes
management in virtually
students during and following each
everything we do on an
expedition. Semester faculty are typically
HMI expedition. The following documents are also
given a yearly evaluation (that includes a wilderness
important resources.
evaluation) from the Head of School. Faculty are
Risk Management Plan- The master risk management
encouraged to continue to evolve and work toward
document (included in Appendix) is an overview resource
becoming a more effective field faculty member. Faculty
that includes information on:
that demonstrate a pattern of behavior that is inconsistent
with HMI field faculty guidelines will be proactively
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HMI Risk Management Philosophy
managed.
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Roles and Responsibilities (faculty, staff, apprentices,
External
Professional Development- Faculty are encouraged,
students, etc.)
but not required, to seek additional training through both
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Administrative Processes (Admissions, RM audits,
personal and professional outdoor experiences.
etc.)
Lapse
in Teaching- If a field faculty member has not taught
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Environments ( Where do we go, what do we do)
a course type or facilitated an outdoor activity type
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Incident response and reporting
(climbing, skiing, etc.) for three or more years he/she
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Serious Incident Plan (includes long term HMI
should demonstrate competency through a practical
response)
evaluation process overseen by the Director of Wilderness
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Definitions (incident, near miss, etc.)
Programs and Risk Management.
Medical and Evacuation Protocols- Provides guidance about
diagnosing and treating the sick and injured and helps you
to decide whether or not they should be evacuated; in
Appendix.
EL Call Log- A resource that should be consulted before
making calls out of the field, includes pre and post call
checklists; included in EL paperwork Appendix.
Driving Guidelines- Outlines the responsibilities of HMI
drivers and provides a checklist of what to do in the case
of an emergency; can be found in vehicle glove box or
center console and also in the appendix.
On-Campus Emergency Flipchart - Outlines steps to follow
in the event of fire, medical issues, etc. that may occur on
the HMI Campus.
Faculty How-to Books- Outline the process for taking
students to the doctor, and other risk management topics.
Other Program Specific Documents- Gap and other new
programs may have their own curriculums and risk
management documents (International Risk Management
Adendum, Evacuation Coordinator Checlist, etc.).
INSTRUCTOR QUALIFICATIONS AND ADVANCEMENT 3
This section gives an overview of the typical qualifications
of field instructors. Because HMI has relatively few
instructors we build instructor teams from individuals that
complement each other’s strengths and weaknesses.
Qualifications
HMI has several field faculty positions and relies heavily
on mentorship and ongoing training to advance the skills
of each faculty member. Successful completion of driver
training is required of faculty who will drive an HMI
vehicle.
HMI WPG - 7
General
Title
Expedition
Leader
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Co-Leader
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Apprentice
or
Instructor
in Training
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Qualifications
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Recommended for an EL position
by an EL from a previous HMI field
course
Current WFR and CPR certification
(or higher)
Knows+95% and can teach +95%
of field skills curriculum
Ability to supervise and mentor less
experienced Faculty and Apprentices
Ability to manage evacuations, SAR,
and emergencies
Expertise in feedback, evaluations
and conflict resolution
Ability to articulate HMI/Expedition
goals, mission and vision to peers
and students
Meets Co-Leader qualifications
Current WFR and CPR certification
(or higher)
Knows +80% and can teach
approximately 75% of field skills
curriculum
Understands HMI risk management
practices and can implement them as
appropriate
Prior relevant experience in
expedition type, typically at HMI
Working knowledge of the HMI
mission
Finely tuned group management and
care skills
Exemplary self care and organization
in wilderness setting
Excellent LNT practices and ethics
Ability to organize, plan, and deliver
dynamic lessons
Outstanding basic communication
skills
Ability to solicit and give appropriate
feedback
Ability to role model excellent
Expedition Behavior
High tolerance for adversity
High self awareness of abilities and
limits
Ability to appropriately
communicate and exercise influence
Ability to lead towards established
goals
Current WFA and CPR certification
(before leading their own hiking
group)
Knows +50% and can teach
approximately 50% of field skills
curriculum
Understands LNT practices and
Ethics
Ability to organize, plan, and deliver
lessons with the oversight of senior
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faculty
Ability to solicit and give appropriate
feedback
Ability to role model proper
Expedition Behavior
Ability to work towards established
expedition and personal goals
Backpacking
Title
Expedition
Leader
Co-Leader
Apprentice
or
Instructor
in Training
Qualifications
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Meets General EL qualifications and
qualifications of Backpacking CoLeader
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Meets General Co-Leader
qualifications
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Ability to teach basic expedition
skills
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Ability to teach basic backcountry
travel techniques
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Ability to teach route finding and
navigation skills
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Ability to manage up to 3rd Class
terrain
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Understanding of local natural
history
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Meets General Apprentice or
Instructor in Training qualifications
Guidelines for leading a hiking group
without direct staff oversight:
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Ability to navigate in terrain similar
to that of the proposed hiking day
WFA
Familiar with HMI risk management
practices and can implement basic
emergency procedures
Temperate Canyon
Title
Expedition
Leader
Qualifications
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Co-Leader
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Apprentice
or
Instructor in
Training
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Meets General as well as
Backpacking EL qualifications
Ability to teach canyon specific
LNT, camping, and navigation
practices
If course includes a technical
component, EL (or manager of
technical components) should meet
TR Site Manager requirements or
demonstrate technical skills
appropriate to route (ie. Hand-line
management, rappelling, etc.)
Meets General as well as
Backpacking qualifications
Ability to teach canyon specific
LNT, camping, and navigation
practices
Meet General as well as
Backpacking Apprentice or
Instructor in Training qualifications
8 - HMI WPG
Cold Weather Canyon
Title
Expedition
Leader
Qualifications
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Co-Leader
Apprentice
or
Instructor
in Training
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Meet General and Temperate
canyon qualifications and can apply
these skills in winter conditions
Exemplary group management and
care skills
Meet General and Temperate
canyon qualifications and can apply
these skills in winter conditions
Meet General as well as Backpacking
Apprentice and Instructor in
Training qualifications
Winter Ski/ Backpacking
Title
Expedition
Leader
Co-Leader
Apprentice
or IiT
Title
TR
Site
Manager
Qualifications
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Has been recommended by an HMI
Winter EL
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Meets General and Backpacking EL
Qualifications and can apply them in
a winter setting
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Has completed an Avalanche II
course
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Experience teaching avalanche
awareness curriculum
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Exemplary group management and
care skills
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Meets Co-Leader qualifications
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Meets General and Backpacking CoLeader qualifications and can apply
them in a winter setting
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Has completed an Avalanche I
course
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Solid winter ski travel and camping
skills
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Evolved & informed winter shelter
construction skills
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Practiced and prompt avalanche
rescue skills
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Heightened group management and
care skills
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Meets General as well as
Backpacking Apprentice or
Instructor in Training qualifications
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Has successfully completed a winter
training trip.
Top Rope Climbing
Qualifications
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This position may be held by
Expedition Leader, Co-Leader, or
Adjunct Faculty
Able to build anchors appropriate to
climbing site (natural and artificial)
Able to select appropriate routes and
establish parameters for student and
faculty activity
Efficiently manage rappel site
Effectively manage students in third
and fourth class terrain
Be able to perform the following
Assistant
Instructor
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rescue techniques: escaping a belay,
passing knots
Able to teach and evaluate student
belaying
Ability to teach basic climbing
technique
Mastery of family of 8’s and
overhand series
Instructor Evaluations
Instructors evaluate each other toward the end of each
expedition based on completion of their individual goals
and the standards outlined on the back of the field
instructor evaluation. Typically this end of trip evaluation
is conducted as an instructor team and includes a
discussion format. Trends from student of faculty
evaluations should be noted on the instructor evaluation.
All instructor evaluations should be submitted to the
Director of Wilderness Programs and Risk Management.
“Next Steps” from evaluations should be used for setting
goals on subsequent expeditions.
At the end of the year (spring for HMI Semester, end of
summer for Summer Term) the Director of Wilderness
Programs writes a summary of each instructor’s
performance which is included in the end of season
evaluation by the Head of School of Director or the
Summer Program. “Next Steps” from end of season
evaluations should be used for goal-setting for the next
year’s expeditions.
INSTRUCTOR ROLES & TEAM DYNAMICS
Goal Setting
During field briefings, instructors typically share “peeves
and needs” by discussing personalities and what makes
each individual perform well so the instructor team can
function at a high level more quickly. Also in the initial Iteam meeting, instructors will discuss individual goals,
goals for the expedition, and division of classes.
Divide and Conquer
Instructor teams will inevitably divide the way they
manage an expedition. To some degree I-teams will divide
duties and responsibilities. One person is typically
responsible for bringing, carrying, and administering
student meds. I-teams typically spread the responsibilities
of teaching, managing students, making announcements,
taking pictures, cooking, etc.
The Role of the Expedition Leader
The EL is ultimately responsible for making serious
decisions and guides the vision and vibe of an expedition.
She/he is responsible for making sure expedition
paperwork is completed in a thorough and professional
fashion. If possible and appropriate, the EL should be the
one making calls to the Evacuation Coordinator.
One of the key roles of the Expedition Leader is that
of direct and indirect supervision, coaching and mentoring
of other field instructors. A balance should be found
between working with students and working with
instructors as the EL is responsible for supporting
students and instructors.
The voice or presence of the expedition leader is
decided by EL and is dependent on his/her personality,
the other instructor team members, and their goals and
the type of expedition. Some instructors prefer to be a
HMI WPG - 9
more silent EL to the point that students hardly recognize
a difference in leadership roles between instructors.
The Role of the Co-Leader
The role of the co-leader is to support and contribute to
the EL’s vision of the course, teach classes, mentor
apprentices and less experienced instructors, and take care
of other course management duties. In most situations,
the co-leader should be able to manage the students for a
day or more if an EL is incapacitated. In some cases a coleader will be more experienced than the EL, this is an
excellent opportunity for the Co-Leader to be a mentor to
the EL.
The Apprentice Role 4
The apprentice role on each expedition is different
depending on the weather, student group, expedition
leader, and previous experience. In general Apprentices
are in a learning role. They should be evaluated in their
ability to lead students before given their own hiking
groups. In the same spirit of being mentored, they should
typically show class outlines to another instructor before
teaching classes.
Apprentices complete an 8-10 day training trip before the
semester begins allowing them to become familiar with
the progression of an HMI expedition, teach/observe a
majority of the Wilderness Classes, and hone navigational
and leadership skills. The goal on this trip is to prepare
apprentices to be successful on the first expedition with
students.
Apprentices find that they teach a lot of classes and have a
fair amount of responsibility with student oversight during
the first expedition. Demonstrating basic camp skills and
coaching students on self-care are two areas apprentices
can expect to spend a significant amount of time.
Travelling alone with a group of students is something
most apprentices get the chance to do during the first
expedition (once they have demonstrated navigational
competency, the ability to manage a group, and
understand basic emergency procedures). The role of the
apprentice on the second expedition differs from the first.
In the fall, on the service expedition, HMI works with an
outside organization to complete trail work. Depending
on the apprentices’ previous experience building and
restoring trails, they may be in student roles for a portion
of this expedition. The weather can also pose challenges
that more experienced faculty may need to manage. In the
spring, during the winter trip, the expedition group (10-12
people) travels together. The faculty make navigational
and terrain decisions due to their increased experience and
level of training in the winter environment. The final
expedition HMI attempts to empower a student (SEL) to
take the lead with route decisions, scheduling, and the
general flow of the course. For this reason, the
apprentices may find they are responsible for fewer
decisions during this expedition.
In general, apprentices find they teach and have the most
responsibility on the first expedition and feel less
responsibility on the second and third expeditions. This of
course is a generalization, and apprentices may find they
have to take on more responsibility if a faculty member
becomes sick or injured or the group is particularly needy
or low performing. Since the role of the apprentice on
each expedition is not always clear, it is important that
apprentices and faculty have conversations before and
throughout the expedition about the role and expectations
of the apprentice.
The Role of the Instructor in Training
The role of Instructors in Training is generally the same
learning role as that of the Apprentices. They should be
evaluated in their ability to lead students before they are
given their own hiking groups. In the same spirit of being
mentored, they should typically show class outlines to
another instructor before teaching classes.
Instructors in Training are typically summer interns or
Instructors that are new to HMI that have limited
experience in a course type.
Instructor/Student Ratios
For nearly all expeditions, HMI groups are 12 or fewer
students, with one Expedition Leader (EL), one CoLeader, and typically another Co-Leader or a Semester
Apprentice. This results in a 3:11 ratio for nearly all
backcountry expeditions. Smaller courses, with 9 or fewer
students, may have just two instructors (typically an EL
and Co-Leader). Winter trips typically have one more CoLeader level faculty member and possibly up to 12
students. Service projects either mimic expedition staffing
levels (if they are backcountry based, or operate at up to
1:10 ratio for some simple projects (e.g. trash pick-up
along a road.) In some canyons areas, HMI operates
expeditions at a 1:5 ratio level (2 and 10) to minimize
group size.
On some expeditions in which all students have already
been on a past HMI expedition, an Expedition Leader and
Apprentice may lead a group of up to 12 students
(typically third expeditions of the Semester or second
expeditions of the Summer Term). In this situation,
Apprentices (all over 21 years of age) typically have
already been on at least one expedition and an additional
six-day training trip and have at least basic Wilderness
First Aid.
Working With Student Expedition Leaders (SEL)
One of the most challenging and rewarding aspects of the
final expedition is working with an individual SEL to
facilitate a trip in which independent students realize
institution-wide goals. Both their peers and the faculty
typically choose SELs. The following are suggestions for
creating a strong instructor team/SEL relationship that
makes for a meaningful final expedition:
•
•
•
Include the SEL in as many instructor team
discussions as possible/appropriate from the get-go.
Doing so will increase the SEL's sense of
responsibility and ownership over the course. Along
with this, be sure to set up clear expectations for the
SEL role before prep day.
Allow the students to run their prep day. One way
of doing this is getting all "official" (instructor)
business done and out of the way as quickly as
possible in the morning, and then instructors can
hand the logistics of the day over to the student
group. It is also helpful/useful to give the SEL a list
of "things that need to happen" and "things that can
happen if there's time" before prep day.
Talk to the SEL about group issues and concerns
before leaving campus. Work with him/her to get an
10 - HMI WPG
•
•
•
•
idea of what challenges might face the group so that
you (I-team) are aware of it and so that the SEL
feels comfortable discussing these issues with the
instructors.
Let the SEL and other students facilitate the logistics
of the expedition, whether Independent Student
Travel (IST) occurs or not. As a gesture, this puts us
one step closer to the idea that on this expedition
"we are all peers traveling in the backcountry
together." Even during the Road Show, SELs can
feel empowered as leaders and decision-makers.
Check-in with the SEL individually every day,
whether or not they have been doing IST. Even
though we are not always with the students as they
camp and travel, we are still resources for them and
can continue to coach them as needed.
An individual SEL debrief with instructors is a nice
way to help him/her process the experience apart
from the feedback that s/he will get from peers
during the IST Debrief.
Include the SEL in the Instructor evaluation process
and final debrief on campus.
Timeline for working with Student Expedition Leaders
(also see
Before
Departure
•
•
•
•
Prep for
Independent
Student
Travel
Final Days of
the
Expedition
•
•
•
•
After
Leaving the
Field
•
•
General check-ins.
Review route, and RAD plans if
they have been completed.
Determine which classes will be
student taught and how review
classes will happen in the field.
Go over paperwork (especially
Log) with SEL and explain
general paperwork expectations.
Outline SEL power as decisionmaker to other students.
Confirm general expectations
for daily check-ins with SEL.
Remind SEL to complete a log
entry for every day including the
final morning.
Remind SEL to facilitate a peer
feedback session to help
students with their self
evaluations. Students should
review each other’s smart goals
and discuss whether or not they
were met.
Explain and review the process
for de-issue with the SEL.
Explain the sort of information
that is useful during debriefs.
EVACUATION COORDINATOR
The EC is sort of like the Faculty On Duty during an
expedition. For each expedition, there is one person
assigned to be the Evacuation Coordinator (EC) and one
who is assigned to be the EC2. The details of what to do
when acting as EC or EC2 are described in an EC briefing
typically conducted with the Director of Wilderness
Programs and Risk Management. For detailed EC and
EC2 expectations as well as a template for creating a
google doc, to-do list, see the HMI network.
HMI WPG - 11
•
Do not mix scoops (dairy scoops should stay
together, etc.)
Splitting Rations For trips over 10 days (or shorter courses
Group Gear A group gear sheet will be filled out for you by
with younger students), we try to have two ration periods.
the Equipment Room Manager, this group gear sheet will
We often ration for the entire trip then have students
take into account tarp group sizes course type, etc. The
divide their rations depending on how many days there are
folks in the gear room will do
per ration. You can make
everything in their power to give
this process go faster by
Leading a group through the high desert with no
you everything you might want
water along the day's route in Western Colorado
telling students what the
we finally arrived at the X by a river after a very
for your expedition. Sometimes
standard meals consist of, or
long and very hot day. As the river bed came into
you may end up with an item or
faster still, by telling
sight we learned an important lesson about the
two less than you anticipated, or
students exactly what items
utilization
of
obvious
data.
The
label
on
the
map
less practical (but usable) options
to pull for the shorter ration.
noted the stream as "Salt Creek" running out of an
check with the Equipment Room
On occasion we will have
unusual crater like topographic feature (a
Manager to see if there are more
two separate sets of labels to
collapsed salt dome). It was undrinkable and we
of the desired items. Please note,
make rationing even easier.
were 7 miles from water and had a dozen
group gear is pulled for all
teenagers in our care. Lesson learned – don't forgo
Substitutions On students’
expeditions simultaneously with
the obviously available information.
first expedition, they should
an eye towards equity in the
- M&C Barnes
not be given the option to
quality
of
gear
between
make substitutions. On
expeditions. Check stoves,
subsequent trips, students
shelters, kits, etc. to make sure things work before
can sub a pound or two with food they get at the grocery
you take them into the field.
store. On final expeditions where students are given more
Individual Gear Check through students’ gear and note with
ownership over their experience students may sub four
a number in the gear room column of their gear sheet the
pounds per tarp groups after all groups have rationed.
things they need. Endeavor to have students use what they
Rations for Students with Allergies In the case of a lifehave brought with them from home, not all students need
threatening food allergy, there is a student who may
to have the exact same system and various options will
have an anaphylactic reaction to allergens. The Kitchen
work. Please have students put their name on their
Manager should plan the alternate ration, deal with
gear sheets. One instructor should come to help in the
shopping/ordering the substitutions, and make
gear room while students in their group are getting gear.
substitution notes on rations labels. Because the possibility
Send only three students at a time to the gear room.
exists that a mistake could cost a student his/her life, the
Instructors should come to be issued individual gear after
Program Manager (Director of the Summer Term, Head
students have issued.
of School, or Dean of Students) must oversee the process.
Rations
Oversight should include facilitation of a ration
ingredients “double check” including ration substitutes. In
Typical Pounds Per Person Per Day (PPPPD) For summer,
almost all cases, substitutions will be made for a cook
early fall and late spring we normally bring 1.5 pounds per
group. An entire expedition group may have to be nutperson, per day of rations. Fall trips typically go out with
free and/or diary-free, especially if the student’s reaction is
1.75 ppppd and winter trips 2.0 ppppd. When you are
triggered by skin contact or inhalation of trace amounts of
weighing your rations after you have loaded your food
the allergen.
bags it is typical to be over by about ten percent due to the
For non life threatening allergies, it is the Kitchen
weight of food bags, spice kits, fruit and vegetables.
Manager’s responsibility to arrange for all substitutions
Winter trips may be over by 15 to 20 percent if frozen
without additional oversight. The Kitchen Manager should
appetizers are added.
plan the alternate ration, deal with shopping/ordering the
Rations Briefing The rations briefing is given at the start of
substitutions, and make substitution notes on rations
any rations issue process and consists of the following
labels. These subs are often made for the cook group only.
points. Writing them on the white board will help students
In many cases the other members of the tarp group can
remember them.
keep some of the items- for example, we took gluten-free
•
Wash hands before getting started.
bread for one student and bagels for the other two
students in the cook group but we took gluten-free pasta
•
Zero scales so they weigh food accurately.
for them to all cook together.
•
Wear gloves if you are touching food with your
hands (i.e. cheese.)
The Kitchen Manager may not have personal
•
One pound and half pound bags only.
experience with using HMI rations in the backcountry, so
a spreadsheet has been created to start addressing the
•
16oz in a pound.
food allergy issues. This spreadsheet is located at: faculty
•
Tie friendly knots that will be easy to untie in the
server/kitchen/rations/ration allergy substitutes.xls. On
field.
this spreadsheet- we should record substitutes (including
•
Clearly stack bags in three person and four person
brand names etc.) that we have found to work effectively.
piles (draw picture).
The Kitchen Manager should consult the spreadsheet
•
One pound of margarine per group should go in a
when food allergy issues arise and then feel free to consult
container the rest should be bagged.
the Director of Wilderness Programs and risk
Management or HOS for HMI Semester issues or to
PRE TRIP LOGISTICS
Equipment
12 - HMI WPG
consult the Director of the Summer Term and Adjunct
Programs for Summer Term or other HMI Program
issues at least one week prior to the ration day to be sure
we are all set to go.
One backstop that exists in the HMI Semester is the
Med Czar. When the Med Czar discovers food allergies on
the med sheet- he/she will alert the Kitchen Manager to
be sure that he/she is dealing with it prior to the start of
the semester. For HMI Programs, the DSTAP will review
the med forms and alert the Kitchen Manager prior to the
start of the program.
accurate and thoughtful documentation is an important
part of HMI risk management practices and all paperwork
can be critical in the event of litigation. Please take the
extra time in the field to finish it before returning to
campus. Thoughtful, neatly recorded comments and
evaluations are vital to the health of HMI and to the
growth of the students. The following sections are
included in the “EL Binder” and should be returned to
the Director of Wilderness Programs and Risk
Management directly following expeditions.
Expedition Leader Pre Expedition Checklist
Fuel Rations For warm weather expeditions, groups should
bring 1/3 bottle per cook group per day. Four fuel bottles
equals one gallon can. Winter ski expeditions should bring
one bottle per cook group per day and winter canyons
courses should bring ½ a bottle per cook group per day in
case they need to melt snow for a couple of days.
Prep for Re-Rations
•
•
•
•
•
•
Put all food in clearly labeled bins in the walk in
fridge (EL, Date and Place of Re-Ration).Clean
socks etc. can also be placed in these bins.
Clearly label and duct tape all fuel cans together and
put them in the fuel shed.
Double check re-ration time and exact location with
the person doing your re-ration.
If you are re-rationing from a van, put rations and
fuel in the van and make sure you know where the
key is. Van re-rations happen mostly on canyons
trips.
Routes and Land Use
Permits should be kept in first aid kits so that every hiking
group has one. Check your FA kit before going into the
field to make sure you have the proper permit.
Shortening routes is usually possible in the event that your
group is having difficulty meeting desired course
outcomes. Call the Evacuation Coordinator if you plan to
make significant changes to your route or change your
pickup location.
Instructors are given routes with specified camping areas.
On backpacking or ski trips in Colorado, instructors
should endeavor to camp within a quarter mile of the
designated camp or within the USFS Compartment. Be
careful to camp within HMI permitted compartment and
mark your map before going into the field if you are
unclear of permit boundaries. You may only camp in an
unpermitted compartment if you are dealing with an
emergency.
In Utah, HMI is permitted by area and route (not by
campsite). Endeavor to travel as close to your route as
possible so we don’t overlap with other permitted users. If
you are going to Cedar Mesa (Grand Gulch) when the
Kane Gulch Ranger station is open, you should visit the
ranger station for an orientation on the morning of the
your first day (usually the final spring expedition).
Group Size- Group size in most areas HMI operates is 15
(including instructors). The primary exception is Cedar
Mesa (Grand Gulch, Fish and Owl) where the group size
is limited to 12.
Field Paperwork
Careful documentation and paperwork completion are
part of being an HMI field Instructor. In addition,
The expedition leader should discuss the items on
the checklist in the first half of the prep day if
possible.
•
This checklist can be covered in a succinct manner
as many topics will be covered in more depth later
(exactly what we are bringing, evaluation details, etc.).
Pack Weight Chart
Include the weight of water, fuel and other small
items that may not be in peoples packs.
•
Packs should be less than 45% of each person’s
body weight.
•
When packs are too heavy, start by having students
get rid of “extras” and then shift group gear to other
students in the same tarp group and then to other
tarp groups.
Expedition Log
•
The log is the EL’s responsibility, (s)he may get help
writing it, but ultimate responsibility is the EL’s
alone.
•
The log is a record of the facts of what happened. It
is not a place for conjecture or subjective statements.
•
The log may include confidential student
information, but it -like any other written record- is
a legally significant document in the event of an
incident.
•
Always write the log in ink and write neatly.
•
Clear and concise log recording is an art to be
nurtured, think before you write.
•
Positive or negative events that involve a student
that are significant enough to be recorded in the log
should also be addressed with the student in a timely,
private, and direct fashion.
•
EL should solicit information from faculty about
students on a daily basis.
•
As necessary, the EL should write a log for
individual students separately.
•
The last page of the log is a post trip summary,
please write “no incidents” in the risk management
table if you had no incidents.
Incident Report Forms
•
•
Fill out completely and make a written copy if a
student is evacuated.
The appendix of this guide has an annotated form.
INSTRUCTOR PACKING CONSIDERATIONS
HMI WPG - 13
Good camping is about thoughtful systems, organization,
happiness, comfort, and learning. Don’t be afraid to
occasionally try completely new equipment systems or at
least small tweaks to your tried-and-true ways. Use these
considerations in conjunction with the student
packing list for your pre-trip checklist.
Pack and Sleeping System
Pack- 65-90 liters is a good range. Anything from a 1lb
potato sack to an 8lb Astroplane will do the job.
Sleeping Bag- Go light by going with down (even though
students can’t), don’t keep yourself awake at night to shed
half a pound (remember you are likely to be sleeping 10
plus hours!). Your sleeping bag is also your mega puff
layer, bring it out for times you are sitting around at night,
and encourage your students to do the same (if it is nice
and dry out).
Sleeping Pad- You can have one that is super plush and
gets about as small as a nalgene. The foam old reliable
works too. Ground Cloth- Some instructors bring a
ground cloth, some bring a light bivy sack
Edibles
Food- On first expeditions it is nice to bring basically the
same rations as the students, go light on the extras. Don’t
show off your portabellas. On second and third
expeditions, resist the temptation to go as crazy as you
want with extra food but don’t be afraid to make food fun.
Ever eaten 10 different pasta dishes in a row?
Coffee and drinks- Don’t skimp… Keep it simple but
don’t be afraid to bring a backcountry coffee grinder if
that is what will truly bring a smile to your face on a cold
morning. How about a coffee cowboy style sipped
through a strainer-style wand? Emergen-C for stagnant
desert water? -Tea -French Press
Trail Food- In the recent past, we only had one or two
snack mixes now we have 5 different snack mixes and
extra poundage. The truly voracious instructors sometimes
bring a few energy bars, stick of dry salami or even a jar of
peanut butter for themselves for added calories.
Spice Kit- This one can go either way. Some instructors
like to go with a spice kit that is as simple as a large bottle
of hot sauce, others bring the whole kit plus extra spices
like dill and homemade sauces.
Clothes
Upper Body- Hoods are nice. Synthetic t-shirt, Super thin
long sleeve sun-shirt fleece shirt, light puffy, heavy puffy
or vest or both depending on the weather Rain jacket that
fits over your puffy
Lower Body- underwear, shorts (nice if they are longish
and have drawcord or belt), Mid weight long underwear,
wind or softshell pants, Rain pants (optional, you can
always wrap your ground cloth around you if it is really
pouring), Puff Pants (nice for the second expedition in the
fall, and first and second in the spring) Melenzanna Skirt
(popular with the ladies…. and some guys too!)
Footwear- 1 pair sleeping socks, 1 pair camp shoe socks
(these can become hiking socks if they get gross), 2 pairs
of hiking socks, Camp shoes (light weight, close toed)
Hiking boots, Gaiters
Hands- Some people like liner gloves, others bring one
pair of nice light weight, durable work gloves (you should
be able to easily tie your shoes with them). On trips with
low temps colder than 20 degrees, bring another pair of
shell system gloves or mittens.
Head- Baseball hat and warm hat, straw hats are nice but
the back of the brim will knock into your pack
Costumery- Nice if it can also be a functional sun shirt or
extra warm layer.
Small Stuff
Mini Possibles Bag- A toiletries style bag with a couple
of zippered pockets works well to hold: toothbrush,
toothpaste, floss, lip balm (and backup), sunscreen,
headlamp and spare (I always bring an extra just in case),
spoon, plastic fork (nice to have an extra for the person
that breaks his/hers), contacts, glasses, extra pair of sun
glasses, pen and pencil. Hand Sanitizer AquaMira. It’s nice
to have most of your little stuff in one place so you don’t
always have to check your pockets.
Bowl- with screw top lid.
Possibles Bag- A little bigger is better so you can actually
get all of you stuff in it.
Garbage Bags- Waterproof your important stuff, and
your possibles bag, make sure the bag isn’t too flimsy.
Paperwork- Use a binder, manila folder, or other system,
throw it in a large Fed-Ex Envelope. Fun Readings are
nice to have.
Camera- Bring your own and make sure your group has
the HMI camera (don’t bother if yours is less than 8
megapixels)
Watch- In the age of cell phones easy to forget…
The Necessities?
Chair- The sil-nylon thermarest compact chairs are nice, a
simple foam sit pad will keep you from getting soft.
Pillow- If you are getting old, weak, or realize that you
haven’t worn a fleece in a few years consider a super light
fleece bag to throw your puffy in for a pillow. Totally
unnecessary!
Book- Some people can’t make it through more than
about 15 pages on an expedition, bring one if you think
you will read it.
Umbrella- Can keep you a little less sodden and can be
used as a sun shade in the desert.
Pass the Pigs- Small and light games are fun particularly
for third expeditions and the winter trip.
Cell Phone- Some staff always bring personal cell phones
on the off chance that they can get cell service and the sat
phone is not getting reception.
Night Lights- Laser for looking at stars, and/or black
light for finding scorpions?
Cooler, Dry Ice, Frozen Treats- For the ice cream stand…
Don’t Forget It…
No packs with food should be left outside, put them in
trailers or Shorty (Bears and other critters will eat them).
Double Check #1- Group Gear. Closely examine all
shelters, test stoves (and clean a fuel line or two if we have
time), and peek in the repair and first aid kits (even though
they might have just been checked).
14 - HMI WPG
Double Check #2- Student meds. Have you checked in
with all of your students about their meds and food
allergies/ concerns? Do you have the meds? Do you have
enough for the whole trip? Are students carrying their
inhalers, epi pens, etc?
Double Check #3- Logistic concerns. Do you have all
the route info you want, have nearby groups’ camps
marked on your map and know where the keys are going
to be in the van waiting for you at the end of your trip?
Final Check- A quick run through the personal and
group gear issue list right before hopping in the van
usually sends a couple students and instructors running.
ADMINISTERING AND RECORDING MED USE
One person on each expedition is typically designated as
the expedition med point person. The following bullets
outline this Instructor’s responsibility and are an extension
of guides.
On Campus
•
Review medical history of students on your
expedition.
•
Retrieve med log from on-campus med czar.
•
Check in with students about the meds that they will
need on expedition.
•
Morning of leaving for expedition, pull correct meds.
•
Before you pull away from HMI, make sure you
have enough of the right meds.
In field
•
•
You are responsible for holding on to and
distributing student medications.
Establish a pattern with students about when you
will give them their meds (usually at the morning
meeting time and/or at check-in after circle).
In the Med Log, document each time you give
student meds, with time and initials (and any
abnormalities, if applicable).
See the HMI Medical and Evacuation Protocols for
information about appropriate administration of
medications that have not been prescribed to a
student before an expedition.
See Independent Student Travel section for
guidelines on administering meds during IST.
Once back on campus, return meds and put med log
in the on-campus med czar's mailbox.
“Grasshopper Teaching” keeps students engaged by not
overwhelming them with too much information and keeps
the lessons learned pertinent to the situations that
students are currently engaged in. The time spent covering
the material in a given class can vary as can the pacing and
placing of a class over the course of a day.
Basic Principles for Classes 6
The following bullet points are a great checklist for how
to compose a class and often used as points in a “Class
Class” for new HMI Instructors.
The Basics
•
6 P’s: Proper Prior Planning Prevents Poor
Performance- carefully prep all classes, no matter
how informal
•
3-5 Concepts maximum: split the class up if you
have more, people can only absorb so much in a
given class.
•
Reinforce the class “Stamp” or key take-away. This
is the concept we want students to remember in five
years.
•
KISS=Keep It Simple, Stupid! N.B. we are not
teaching neurosurgery, so stick to the most
important, interesting, and relevant material
•
Hear, See, Do & Re-teach: teach to all the different
learning styles as much as possible- listening, seeing,
writing, doing, experiencing, and repetition
•
Be Creative: Pull the occasional rabbit out of the hat,
have fun, be as engaging as possible. Funny things
are often remembered!
Common Mistakes
•
TEACHING AND LEARNING
HMI is a school. A school that values intellectual rigor
and teaching students how to think and not what to
believe. The art of teaching is practiced and refined in the
classroom and in the wilderness. Below are a series of
topics to consider before teaching sit- down backcountry
classes or when taking advantage of the many learning
opportunities that arise by virtue of living and traveling in
the mountains and canyons.
Experienced Leader skips preparation because
he/she has “the material wired” resulting in an okay
but not great class
•
Lack of preparation, notes, planning, thinking, predrawn visual aid, pre-planned activities
•
EL and faculty don’t plan who will teach what in
advance, so the EL ends up teaching most of the
curriculum
•
Lack of peer review- review the material and how
you will teach the class with your faculty peers
before class time
•
Inconsistent Curriculum Coverage- failure to checkin re: themes and/or material to be covered on the
trail. E.g. “Today lets work on the 7 colors,
topographical lines, and orienting the map while we
are hiking”
•
Forgetting to ask other faculty if they have anything
to add, resulting in interrupting or undermining.
“Class Class” Outline
“Class Class” can be taught in several ways. One good way
to introduce basic teaching concepts is to teach a pack
packing class then debrief the class outlining the “Basics”
and “Common Mistakes”.
Classes, Topics, and “Grasshopper” Teaching 5
Teaching Progression
New instructors often get confused by the class list and
concept that some of our “classes” appear to have thirty
seconds of content (basic hiking) while others are hour
and a half long classes with multiple activities, lecture, etc.
Some topics such as navigation are taught in short
snippets and reinforced, practiced, and retaught many
times over the course of an expedition. This style of
The following steps will help you to begin develop your
teaching style and help you to understand some of the
basics of the HMI curriculum. By the end of the training
trip you should feel like you have some good tools for
teaching many of the wilderness classes. The training trip
focuses mainly on how to teach and not every single topic
that will be taught during a program.
•
•
•
•
HMI WPG - 15
• Get familiarized with the basic curriculum by quickly
reading through the Wilderness Program Guide.
•
See a demo of a basic class and the subsequent
“Class Class.” This should give you a good model of
a basic class and give you the confidence to teach
one yourself.
•
Teach a basic class yourself (water purification,
shelters, etc.). Before the class, run through your
plan with a training trip instructor, ask questions
about the topic, etc. Get feedback and keep notes
for next time.
•
Sometime in the first couple of days one of the
instructors will teach an in depth skills class like
Stove Use this should give you a sense of how to
teach a bit more complicated subject.
•
During the first couple of days one of the
instructors will also teach a Leadership or
Communication class which will model how these
types of classes can be taught and how to integrate
complex concepts into life in the field and on
campus.
•
You should get a chance to teach at least one more
complex topic as well as a couple of more basic
topics. Practicing coaching and mentoring
navigation and other topics while hiking will help
you to get a feel for informal teaching opportunities.
•
Take notes on both the classes that you teach on the
training trip and notes on other peoples teaching
styles that you might want to integrate into your
teaching. Make sure to solicit feedback after your
classes!
Before the first expedition plan on teaching mostly classes
that you are comfortable with and also try to teach some
classes that are more of a reach. If you want to tackle a
complex class that you are not familiar with consider team
teaching with another instructor. Team teaching is a great
way sharpen your teaching skills.
Presentation Tools and Dynamic Teaching
There are a variety of presentation tools that you can use
to help your students, here are a few. In many of the class
outlines the “Tips for Instructors” section will give you
more ideas for presenting your class.
Presentation Tools
•
Mylar: Mylar is a white plastic sleeve that can be
slipped over a thermarest pad to make an
improvised white board.
•
The back of the Wilderness Program Guide:
Another small white board that is perfect for when
you are hiking and discussing navigation or for
outlining key points in a debrief.
•
Chalk board (Rob’s J Pad): Some instructors will
bring a small chalk board which is particularly handy
on winter trips when white board markers won’t
work. Not a bad surface for rolling out pizzas!
Dynamic Teaching
•
•
Costumes: Fun, particularly for baking classes. It is
nice to have costumes that are easily packable or can
double as an extra layer.
Skits: Either by the instructors or students, skits are
great to get people engaged.
•
•
Games: Turn your class into a challenge or game
particularly if you are trying to reinforce concepts
that they have already been introduced to. Jeopardy
and relay race challenges are two popular games.
Personal Anecdotes and Lessons Learned: Using
story telling to connect concepts to your or others
experiences can help students be engaged and
recognized the importance of key points (past
injuries at HMI, etc.).
Integrating Transference into your Teaching
While we have a transference discussion at the end of
every expedition, transferable skills and thought processes
should be illuminated throughout an expedition. The
hallmark of making skills transferable is the development
of problem solving structures. An obvious example is
developing organizational habits and thoughtful systems
for effectively using time to break camp in the morning;
these habits and systems can be used on campus and in
students’ day-to-day lives.
Blending Wilderness and Academics
Most HMI expeditions have academic classes such as
Science Labs, History discussions, and poetry writing. In
many ways the academic element of an HMI expedition is
what makes it different from other outdoor programs.
Beyond the traditional HMI academic curriculum consider
which “Place Based Nuggets” you may be able to integrate
into your expedition. “Place Based Nuggets” are great way
to organically introduce local science or history vignettes.
Teaching toward Critical Thinking 7
Teaching students how to think and not what to think is
one of HMI’s core values. Critical thinking is the process
of asking questions, putting perception and morals in
context, and monitoring one’s thought process in order to
make decisions, solve problems, and discuss issues.
We do this in many ways, by showing both sides of an
ethical debate, practicing navigational problem solving,
thinking through decision-making processes, etc.
Critical Thinking Exercises
Students and Instructors love riddles and problem solving
exercises and find time to do them both on trail and
around camp. Most of these exercises are not related to
the outdoors some involve scales and coins others a deck
of cards. Here are some examples, and remember that
throughout the discussions have the students discuss their
thinking process, share past critical thinking experiences,
and discuss when it is appropriate to think critically and
when it is best to act.
How are coastlines or our route today measured, if you
measured a coastline by the millimeter it would be much
longer than measuring from points on the coast that are ¼
mile apart… The same goes for switchbacks….
ASSESSMENT AND EVALUATION
16 - HMI WPG
During the pre-trip Expedition Leader checklist, students
are informed that they will be evaluated on their
performance on the expedition. This is often a good time
to pass around copies of the evaluation so that students
can see exactly what they are being evaluated on. Students
should be evaluated throughout the expedition and given
both positive and constructive feedback as often as you
feel will be productive. During classes, typically toward the
end of a class, tell students how they will be assessed on
the skills they have just learned. Let students know how a
student behaves that gets a 4 in Expedition Behavior, talk
about how students can effectively use Leadership Roles,
etc.
Why do we grade students on the expeditions? Students
have, from the beginning, been challenged by the
expedition grading. It might help you, and them, to think
about it this way: In traditional schools- how do students
know what is important? By how much weight the grade
carries in the class. At HMI and in life, what is more
important than EB, how students treat each other,
whether they take initiative to help the whole group, and
whether they work to improve their skills? This can feel
like "Grading on Life" to them, so it is essential that
students understand that expedition grading in particular
is a way to show what we value.
performance of each individual and the tarp group
as a whole.
Writing Student Evaluations 8
The evaluation writing process has two parts. The first is
to discuss the number grades for each of the seven
sections for all of your students. During this process it is
useful to make notes about each of your mentees
including significant strengths and weaknesses with
specific examples to back up your statements. If you don’t
have an example it is probably not important enough to
make it into your notes. The second part of this process is
to write the paragraph on the front of each student’s
evaluation, here are some tips for that process.
•
Use black ink. Evaluations are photocopied, scanned,
etc… and black ink is strongly preferred. Dark blue
ink is okay in a pinch.
•
For apprentices and anyone tentative about writing
summary comments write a draft on scrap paper and
have the Expedition Leader and/or other faculty
review and edit.
•
Legibility matters – please take the time to write
legibly and clearly. If you have less legible
handwriting, then you should write a draft on scrap
paper and then copy neatly afterwards or bribe
another member of the I-team to copy for you.
• Our collective favorite word on
Mentoring Students
evals is currently “solid” which is
When students fail to meet basic
In the first few days, Instructors
expectations I am always initially
maybe too colloquial and regardless
should decide who will mentor each
annoyed at them and then my selfwe might use it a bit more sparingly,
doubt creeps in as I wonder if the
of the students based on who feels
try “strong,” “good,” “stable,”
students have failed me, or if it is I who
he/she has developed a relationship
“demonstrated good basic
have failed them?
with or who he/she feels they might
competency overall,” etc. Usage
–
C
Barnes
be able to relate to over the course of
guideline – use once on every other
the expedition. While any instructor
evaluation.
can give a student feedback, students’ mentors should take
•
Since summary comments are used in mid-term
the lead on addressing major issues and checking in with
comments and final letters, the language and
students halfway through the trip.
acronyms need to be accessible to parents – change
LOD to Leader of the Day, use the word “camp”
During mid trip check-ins, it is valuable to frame your
instead of “X”, change LNT to “Leave No Trace”
feedback around the final evaluation. Bringing the
or “minimum impact camping,” change IST Day to
evaluation to your meeting will help students to identify
“independent student travel day,” change RAD Plan
with the specific points in each of the seven categories. It
to “travel plan,” etc… This said, there are a few
is useful to check in with students two to three days
colloquial phrases that are hard to avoid and okay to
before the end of the trip to discuss what they have
use such as “bombproofing.” Or the terms from the
accomplished since mid trip and final action steps for the
leadership grid, e.g. “spontaneous motivator,” etc.
student to have a strong finish to the expedition.
•
The summary comment should in total feel like a
Mid Course Tarp Group Check-ins
rough estimate of the overall expedition grade – a
Mid course tarp group check-ins provide a great
summary comment that is all praise and no critique
opportunity for students to give their peers feedback and
would be for an “A+” student who made no errors
for instructors to get information about individual and
and has no room to improve.
group performance. There are many useful formats for
•
A good mental rubric to use is regarding
conducting tarp group check-ins, here is one of them.
demonstrated competency – did the student
demonstrate the expected level of competency in
•
Take ten minutes to have students write down four
some or all areas? “Consistency” would be
positive and four constructive pieces of feedback for
demonstrating competency in nearly all areas versus
themselves and each of the other students in the
“variable performance” which would be highly
group.
variable performance (strong in one area weak in
•
Encourage students to have half of their feedback
another).
based on expedition behavior, communication and
•
Summary comments with a brief specific example
leadership, and the other half based on basic skills,
are far superior to comments without a few
LNT and risk management.
examples.
•
Each student should share his/her feedback with
•
A little scrap paper outlining goes a long way to
the group and the instructor should facilitate the
make the comments more concise and less wordy –
creation of solution-oriented steps to improving the
HMI WPG - 17
thinking as you write the comment leads to long
sentences that meander.
•
the trip was a service expedition then the student’s
performance on the service section merits a
comment.
•
The best sentences in evaluations are 10-15 words
long – short and to the point. The 20 word
sentences are hard to follow and typically (not
always) less informative.
•
“Hard” and “soft” skills is a relatively weak and
unclear categorization of skills. “Technical” skills
can readily replace “Hard” skills and “soft skills” is
more clearly replaced with “communication” or
“leadership” skills as appropriate.
•
Please use the student’s normal first name… not
his/her HMI nickname, etc… for comments.
Examples of Well-Written Evaluations
"Nancy is a strong camper and hiker and was a positive
participant in this expedition group. She consistently was
prepared and on time and was always ready to help her
peers. On several occasions, we saw her coaching her tarp
mates on basic skills, such as showing them how to better
pack their packs. She can work on continuing to develop
her leadership skills through being more decisive and
having confidence in those decisions. Nancy is working on
not getting frustrated in challenging times as well. This will
contribute to her development as a leader. Finally, Nancy
has made great strides in her understanding of
topographic maps and can continue to follow along
throughout the hiking day in order to develop those skills
further."
"Liz demonstrated solid basic camp and travel skills
throughout this expedition. Midway through the
expedition, Liz won a pack packing competition by
unpacking and repacking her backpack in under four
minutes! On the fifth day of the expedition, Liz injured
her knee and showed great perseverance and maintained a
positive attitude for the rest of the trip. Liz should work
on letting instructors and peers know when she needs
assistance (such as taking weight from her pack). While
Liz and the rest of her tarp group struggled with giving
formal feedback during their mid-course tarp group
debrief, they managed to resolve their conflict in an
informal setting."
EVAL WRITING WORKSHOP
Resources
•
Student Evaluation Workshop
•
WPG Evaluation Section
•
Grade Grid
Outline
•
•
•
•
•
•
•
Goals and checking in with students over the course
of the expedition, taking notes.
Review the back of the student evaluation.
Review WPG Evaluation Section- focus on final
comments and front page outline.
Review the front of the student evaluation.
Introduce the two students, ask some additional
questions about them.
Fill out the back of both evals.
Write and edit one final paragraph.
Student Number One
•
•
•
•
•
•
•
•
On her LOD day she keeps track of the map and
calls for breaks, checks in on people etc. but she
doesn’t have to make any challenging decisions the
debrief is simple and uneventful.
On most hiking days she does not thumb along on
the map and takes the map only when prompted.
She seems to have a good sense of direction and
stays oriented with major features.
Quiet during group meetings and rarely voices an
opinion when group decisions are being made.
Prefers to be assistant chef but has cooked mac and
cheese without assistance.
Instructors once found some food scraps in kitchen
during a camp sweep but her tarp group good about
LNT after that incident.
During mid course debrief she gave her tarp-mates
“light” feedback.
Admits that she could have better hygiene, got sun
sunbumps.
Additional notes:
Student Number Two
•
•
•
•
•
•
•
•
•
Lies down on the ground during breaks.
Clothes are so shredded he has to turn them inside
out. Loses mittens early on.
Never packs a lunch.
Very engaged during LOD day, strong navigator.
Articulate in meetings, likeable and funny.
Terrible at packing a pack but gets better over the
course of the expedition.
Leans heavily on tarp mates in the cooking and
camp chores department.
Sleeps in the open during sleet storm.
Additional notes:
18 - HMI WPG
MANAGING BEHAVIORAL AND MOTIVATIONAL ISSUES 9
of phrasing verbal contracts. E.g. “Johnnie, we are
concerned and frustrated by your ongoing negative
Just as we manage physical injuries in the field, we must
attitude. You have two choices: You can change your
also manage students with behavioral and motivational
attitude and engage more positively with the group, or if
issues. Below are some strategies for managing these
you fail to do that we’re going to have to put you on a
students.
written behavioral contract, call your parents, and if you
Solution Oriented Approach Ultimately, we are advocates for
still fail to be a positive contributor to the group, you’ll be
our students – we want them to be successful and to
evacuated from the expedition. We would really prefer
complete their expeditions. If there is a solution out there
that you do this by yourself so that we don’t have to do it
to keep the ridiculously slow hiker in the field (e.g.
for you.” Not all verbal contracts need to involve the
removing weight from his/her pack) or the kid who is
threat of going home, this is just an example.
overwhelmed from acting out (e.g. a little more instructor
Written
Contracts Written contracts serve a couple of
coddling), we should try to find that solution.
purposes. They give students clear measurable things that
The steps below outline some tools that can be used to
they need to improve upon and they have legal value if we
manage students with behavioral
have to evac/suspend/expel a student.
problems. The goal, for most
“When it comes to managing
When you put a student on a written
students, is to act early so that we
students with questionable ailments
contract, please have the student sign
never have to get to the later steps.
it is important to illuminate the
the contract acknowledging that they
difference between discomfort and
Ideally, for most students, we want to
have read/received it, and notify the
disability.”
try to figure out how to keep them in
EC. There are sample behavioral
-Sam
Critchlow
the field. Occasionally there will be a
contracts in the back of the EL
student who is so poisonous, that
notebook. If you need additional help,
evacuating that student is essential to the group’s success.
please call the EC to brainstorm.
While this certainly is possible, these students are the
Consequences Consequences should be real and drive a
exception not the rule. Immediate consultation with the
student toward positive change. Here are some examples
EC is appropriate in these cases.
of possible consequences:
Intervene Early As soon as you notice a student who may
Negative/Non-participation- Talk with parents. Evac and fail.
become a behavioral problem (whether it be behavioral or
motivational in nature), be proactive. Waiting to see how
Failure to uphold Known Locations- Student has to sign-out
the student improves with time may allow the student’s
with an instructor before doing anything. Talk with
issues to fester, both reducing the likelihood of that
parents. Evac and fail.
individual’s success and also the group as a whole. As
Failure to uphold LNT- For every infraction, student needs
soon as possible, try to find the root of the problem by
to spend 20 minutes picking up micro trash. Fail LNT.
approaching the student and checking in. Often
Fail expedition. Evac.
behavioral problems are actually due to anxiety over the
Poor Self-Care Student needs to submit bi-daily report on all
new environment. Often some reassurance, explaining
they’ve done re: self-care. Fail basic skills. Fail expedition.
what’s going to happen next, and/or just being a friend,
Evac.
can significantly reduce negative behavior. At this point in
the game, avoid any mention of going home.
If a student fails to uphold the written contract,
instructors should follow through with the consequences
Also, when you witness negative behavior, try to deflect it
outlined. This should be kept in mind when putting
as quickly as possible into positive behavior, e.g.: Johnnie
together the contract. E.g. if you aren’t willing to evac. a
is sitting around talking about how lame leadership classes
student from the field because he/she routinely fails to
are. You say to Johnnie, “Hey Johnnie, can you go help
place their group’s tarp far enough away from water, don’t
breakfast crew make the pancakes; I think they’re running
put evacuation as one of the consequences.
behind.” Five minutes later, you walk into the kitchen and,
while Johnnie is doing something positive , you praise him
Threat of Physical Harm Immediately evacuate any
for the beautiful and delicious pancakes. This way, Johnny
student that poses a physical threat to himself/herself or
gets attention for the positive behavior and none for the
others.
negative behavior. This sounds so simple that students
Additional Notes While this sounds like a really long
would catch on to what you’re doing, but you’d be
process, for students who exhibit egregious behavior, all
surprised.
steps could be completed within hours, if need be. The
Lastly, keep in mind the saying “keep your friends close
key is to make sure that we’re giving students multiple
but your enemies closer.” While this won’t remain true
opportunities to understand what is expected of them and
endlessly, try to identify all influential students and figure
to turn their behavior around.
out how to relate to them and get them on your side from
Common Questions from Instructors
the get-go.
How much should we modify our expedition to
Verbal Agreements When students fail to respond to
accommodate one uncooperative student?
informal conversations, building rapport, and/or feedback,
This is ultimately a judgment question. Will shortening
a verbal contract is the next step. Although a verbal
hiking routes by 1 mile a day ultimately impact the other
contract is verbal to the student, all verbal contracts
students’ experience? Probably not. Will not hiking at all
should be documented and reported to the EC via a
impact their experience? Absolutely. A lot of it is a matter
phone call. This gives the EC time to notify parents such
of degree. Base camping for half of your course may
that if things deteriorate, the parents are not caught off
actually be an option. For the Semester and a lesser extent
guard.
Summer Term one expedition is only one small part of the
Students thrive when given choices, and this is a good way
HMI WPG - 19
students experience and the group adapting to meet the
needs of an individual is a valuable lesson for everyone
involved. At HMI, our students are such high performers
that when we get a kid who is less than stellar, we
exaggerate his/her detrimental effect on the group. It’s
important to think about their behavior objectively, not in
comparison to your best student. It’s also important to
think through whether he/she is really impacting the other
students’ experiences, or whether it’s just a hassle for the
instructors (which to a degree is actually okay and part of
instructors’ jobs). Also, if there is a way to empower the
other students to help bring about a positive change in the
uncooperative student, while not type 1 fun, can be a great
learning experience for the other students.
How can we try to figure out if a student feels poorly
enough for him/her to be disengaged with the group or if
he/she just doesn’t want to help with camp chores?
Again, this is a judgment question. Try to assess him/her
medically and treat as need be. Also try to distract this
student (does his/her mood pick up?), reinforce positive
behavior/attitude, and try to avoid giving too much
attention for the “ailment”. If instructors are skeptical of
the legitimacy of a student’s ailment, before evacuating
that student, consider telling the student that if they get
evacuated he/she has to go see a doctor and if that doctor
determines that nothing is wrong, he/she will fail the
expedition.
What do I do with the student who is acting out because
he/she wants to be sent home? What consequences can I
use?
Ultimately, we are not in the business of keeping students
in the backcountry against their will. However, it is
potentially acceptable to try to “stall” a student such that
he/she stays in the field for another couple of days in the
hope that once the student gets used to being in the
backcountry, it will be a really positive experience. Kids
who are out of their element will have a hard time and will
want to go home, and it’s not fair to them to present
going home to them as an easy out. Typically for these
students, the first week is the most difficult.
It is common to spend 90% of the instructors time
and energy on a student who wants to go home in the first
week or two of an expedition which is difficult because of
the amount of classes etc. in the beginning of the course.
HMI has had about 10 of these types of students over the
course of 15 years and almost all of them have stayed and
completed the semester or program. These students (even
more than most alums) report that HMI drastically
changed their lives for the best.
If you have been working with this student but think
that outside help would be useful, call the EC and talk
through additional strategies. On-campus administrators
will typically call the students parents who will have
historically pushed us to keep their children in the field.
Administrators will also have you think through the
consequences of the student leaving the field. The
consequences for a student leaving the field because they
want to go home are far reaching and include: living with
the fact that they backed out on a major commitment,
repercussions from their parents, awkward reentry to their
home school, and loss of tuition to the program.
MANAGING MENTAL HEALTH EMERGENCIES
Mental health emergencies range from minor feelings of
anxiety to severe suicidal ideation. A good Pt history may
help you to assist your Pt. The following are bullets are
guidelines that are not part of the HMI Medical and
Evacuation Protocols.
Tx: Mental Health Emergencies
● Calm and comfort the Pt.
● Supervise the Pt in a manner appropriate that they will
not harm themselves or others.
● If the Pt has experienced a similar mental health issues
in the past discuss and implement strategies that will help
them to work through the episode.
● If the Pt has experienced a similar mental health issues
in the past (or you feel you need external assistance)
consider calling the EC so that they can seek advice from
the patient’s doctor, the office of the HMI Physician
Adviser or other mental health professional.
Evacuate Rapidly:
● Any Pt that poses an immediate and severe threat to
themselves or others.
Evacuate:
● Any Pt that is a threat to themselves or others.
● If the harm to the expedition greatly outweighs the
benefit to the patient staying in the field.
● If the mental health condition is beyond the instructors
ability to manage in the field.
● If the patient continues to believe that they are
completely unsafe or unable to continue.
20 - HMI WPG
and so what they can see what instructors do. Students
will learn more from the more focused, individual
attention.
COURSE PROGRESSION
GENERAL OVERVIEW
Pacing of Classes and Activities
There is very conscious reasoning behind the progression
While the first few days are busy introducing students to
that is established for an expedition, series of expeditions,
new concepts, the rest of an
summer term or semester program. Outlined
introductory expedition should feel
below is the standard course progression and
"Time spent carefully
active but not rushed. Plan on spreading
some of the specifics about why and how
planning is important,
out the different types of classes
parts of HMI expeditions should be
slavishly following a plan
throughout the expedition. Discussion
less so."
conducted. This is not intended to be a paint
type academic classes are typically
– C Barnes
by the numbers exercise and depending on
taught in the second half of the trip to
your group, route, goals, and other
give students an opportunity to get reading done in the
unforeseen factors, your expeditions will be unique and
evenings or during study hall. If students are doing science
are not likely to fit neatly into this formula.
field studies, it is nice to get them started in the first third
The First Few Days
of the expedition.
The first few days of an introductory expedition are
Careful consideration should be given to both the type of
marked by lots of basic classes, instructor oversight and
subjects taught on a given day and how those classes are
help. The goal of the first few days is to get keep students
delivered. For instance, a day that consists of an on-trail
healthy, relatively comfortable, and oriented to expedition
navigation class, a leadership class during debrief, and an
life. Send faculty to cook with students in their individual
English discussion after dinner provides a better learning
kitchens for the first night and following morning. In
environment than back to back sit down classes. When
addition faculty should circulate regularly during meal
you are faced with a half-day when you can deliver a series
times for the next couple of days. One instructor should
of classes, try to mix them up, an academic discussion and
sleep under or next to each of the student tarps on the
a walk-around science class, a leadership class that
first night so that students feel more safe and supported,
involves
skits,
and
some
study
hall
INTRODUCTORY EXPEDITION CALENDAR
This calendar represents a typical HMI Semester first expedition. Many intro HMI expeditions are only 8-10 days and
cover nearly the same material.
Before
Prep Day
RM 101
(during a
student
announcem
ent)
Instructor
Goals
Peeves &
Needs
Delegate
Classes
Fill out
Group Gear
Sheet
Camp and
Travel in
Bear
Country
Prep Day
Day 7
Hiking
DayLeadership
Elements
EB Review
Circle
Check-ins
Day 8
Hiking DayCompass Use
Circle
Check-ins
EL Checklist
NENA
Rations
Hygiene
Group Gear
Intro
Tarps
Stoves
What to
Bring
Pack Packing
Possibles Bag
Water
Purification
Hydration
Staying
Warm and
Dry
Camp and
Travel in
Bear Country
Day 1
Hiking DayPutting on a
Pack
Basic Hiking
Foot Care
LOD Intro
Breaks
Known
Locations
Staying
Found
If Lost
Then…
Pooping
Campsite
Selection
Basic
Cooking
Nutrition
Circle
Check-ins
Day 9
Layover
DayEnglish
History
Study Hall
Circle
Check-ins
Day 2
Hiking
Day-
Map Basics
Map Care
Topo Lines
Orienting a
Map using
Features
Debrief
Intro
Study Hall
if there is
time
Circle
Tuck-ins
Day 10
Hiking
DayGhosting
Students
Circle
Check-ins
Day 3
Hiking DayVerbal RAD
Intro
StartCommon
Sense
Navigation
Trapping a
location
Take offs
and
Landings
Leadership
Roles
during
debrief
Ecology
Individual
and Group
Goals
Circle
Check-ins
Day 11
Peak Ascent
or Day
HikeStudy Hall
P&P
Discussion
Circle
Start Evals
in pm
Day 4
Day 5
Study Hall
Review
Navigation
Layover
Day-
Comm. 101
SBI
Feedback
VOEMPing
Basic First
Aid
Baking
I-Team
check-ins
Hiking DayDecision
Making Styles
during Debrief
LNT Principles
Circle
Tuck-ins
ReRationPack
Packing
Challenge
Mid Course
Tarp Group
Debriefs
Mid Course
Student
Check-ins
Review
Group Goals
Circle
Check-ins
Circle
Check-ins
Day 12
Write
Evals. in
am
Study Hall
Give out
evals
Transferen
ce
Final Circle
Day 6
Day 13
10am Trailhead
Pickup
Hand in
Completed
Paperwork
Sort Gear
Lunch
Deissue
Debrief
Typical Hiking Day
ROAD TRIP
Typically the only long drives we have are to the canyons,
with the drives for mountain courses usually being less
than 90 minutes. The following points apply to all but the
shortest trips in the van.
•
•
•
It is a good idea to preview the road trip with
students, both before leaving campus and before
hopping in the vans for a long ride home. Remind
them that the van ride is included as part of your
grading criteria. Also, remind them that the
expedition isn't over until they are in the showers at
HMI and grading will continue until such time.
What to bring in the van: Remind students that once
their backpacks are in the trailer or back of the van
or truck, that they are inaccessible until you arrive at
that night's campground or back at HMI. Therefore,
things like water bottles, warm layers, headlamps,
money, or anything else they may want should be in
the van with them. That said, students should not
bring unnecessary stuff in the van since it can get
pretty crowded.
Good Expedition Behavior: Set the students up for
success by providing examples of good EB on the
road trip. For instance, cleaning the vans at rest
stops, helping to load and unload the trailer, not
complaining about the music, being timely at rest
stops, etc.
Tips for instructors
Driving Also See the HMI Driving Guidelines and Travel
to the Canyons section of the Canyons Chapter.
HIKING DAYS
Most days on HMI expeditions are hiking days and they
give students an opportunity to both learn and practice
navigation skills as well as be leaders and make decisions
that have real natural consequences. Listed below are
some points to consider.
The First Hiking Day
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Plan a very short hiking day, ½ mile is fine, if longer,
go slow and check feet.
Trailhead: explain route, adjust packs, how to walk
Hike as one large group, faculty lead and sweep, and
role model setting a slow, steady pace.
Frequent water & snack breaks & discussion of trail
techniques & how to pee in the woods
Active visual inspection of feet at breaks, good idea
for faculty to “treat” “hot spots” on their own feet
All breaks should be out of sight of the trail even on
the very first day as this sets the tone for the rest of
the program.
The First Day Arrival in Camp
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Define the camp area boundaries.
Talk about staying found and what to do if you are
lost.
Each instructor should go with a tarp group and
demo exploding a pack, shelter site organization,
bombproofing, shelter set-up, and kitchen site
selection.
Timeliness
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Set students up for success. Give students more
time than they need in the first few days to establish
a culture of timeliness. Students enjoy keeping a
perfect record of being on time, as soon as a few
students start arriving to meetings late you may lose
your “on time” momentum.
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If you lose control of this, it will plague you and
waste tons of time and will continue to be an issue
for the rest of the semester.
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Faculty should role model near perfection with
regard to timeliness, being 3-5 minutes early for
everything is best.
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HMI is a school- timeliness is important, wasting
other people’s time waiting is a very selfish act (tell
students this!).
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If students will be late, then have them send an
emissary to all other groups, well in advance, so that
everyone can take advantage of the extra time. Once
this happens a couple of times consider giving the
expedition 3 more “ask for extra time passes”.
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Start hard, finish easy with the timeliness issue.
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The first morning will take 2 ½ to 3 hours for
students to be ready to leave camp. Thereafter plan
on 2 to 2 ½ hours from wake up to walk away. It
can be done faster but requires significant
motivation on the students’ part
AM Departure
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Division of labor is the key to efficiency- one person
cooks, another takes down the tarp, another packs
up his/her gear and everyone rotates from time to
time
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Teach students how to do routine foot care tasks,
and then they can do it themselves in their own
camps.
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Emphasize basic map reading and common sense
navigation. Once students are comfortable with
navigating and planning a hiking day, Verbal Route
and Description (RAD) plans can be introduced.
The progression should start with faculty dictating
for students as they work their way through their
first Verbal RAD plan.
Warm Up
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Faculty should regularly lead students through a
stretching &/or yoga routine (sun salutation or
similar).
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Once the students know the routine well, individual
students can lead the stretching & yoga and add to
the routine
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It is important that expeditions do the routine
regularly (preferably before each hiking day) to
strengthen and prevent injury. If it is impractical to
do a stretching routine do to weather or other
circumstances start your hiking day by hiking slowly.
Hiking
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On an introductory expedition, the vast majority of
travel should be done in small hiking groups, not as
a large group. We do this to provide more leadership
and map reading opportunities and to minimize our
impact on other travelers.
Students will often ask to hike as a whole group. For
the above mentioned reasons, hiking as a whole
22 - HMI WPG
group should be reserved for day hikes and peak
ascents.
Arrival At Camp
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The first group to arrive scouts out camp sites, sets
up available shelters, gets water, does personal
maintenance so that they may be helpful as other
groups arrive.
Once everyone has arrived, set next meeting time
and clearly communicate this to everyone, leave
sufficient time for students to get comfortable, pack
up possibles, have a bit of R&R time (Consider
having Student Leaders of the Day do this).
Define known locations and boundaries of the new
location for the students.
a meaningful and process-oriented way. The instructor
usually acts as facilitator to the debrief process. During a
first expedition, an instructor might lead the debriefs more
frequently and, as students become more comfortable
with these sorts of candid discussions, they can take
greater ownership of the process.
Goals of a debrief:
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To reflect on recent experiences in a calm and
thoughtful way.
To analyze decisions (group or individual).
To assess any risk management incidents that could
have meaningful "what to do for next time" takeaways.
To discuss how new insights learned that day can be
applied in future settings.
To gain greater self-awareness.
Sample Outlines and Key Points
Instructors have many possibilities when introducing the
concept of debriefing and/or a format for debriefing and
it is important to remember that many different models
for debriefing exist. It is up to the instructor and/or the
LOD to select an appropriate debrief technique. Below
are some different strategies for debriefing:
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GROUP GOALS
Why do we establish group goals?
As individual goals (see leadership section) seek to push
students toward individual excellence group goals push
expedition groups to perform as high functioning
communities.
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Sample Outlines for Establishing Group Goals
Some instructors like to establish group goals before going
into the field, others like to a wait a few days so that
students have a better sense of what an expedition is like
and what they are challenged by. Revisit goals mid trip and
toward the end of the trip. There are many strategies for
to establishing group goals (all should use the SMART
Goal concept) below are a couple of potential ideas.
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Use post-it notes to have students brainstorm ideas,
then put post-its into a few broader categories that
become the groups goals. This is a good on-campus
method and can be done by making a list on a white
board in the field.
Use individual goals as a basis for creating group
goals.
DEBRIEFS 10
Why do we debrief?
We debrief, especially after hiking days, so that we can
reflect on events and decisions. It is important to identify
what was learned both by the group and by individuals in
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The Four Fs: Students and instructors discuss Facts,
Feelings, Feedback, and Future. This is a helpful
method because it is formulaic and students can
focus on one topic at a time. Feedback and Future
often seem to overlap.
Feedback For Self, Group, LOD: ask students to
give one piece of feedback to each of these parties.
They can limit feedback to just one sentence or this
can lead to a more open-ended discussion.
Thorns, Roses, and Buds: Students discuss a low
point (thorn) and a high point (rose) of their day,
and then discuss a (bud) – something to which they
are looking forward in the future.
Goal oriented discussion: before the hiking day have
each student clearly state a SMART goal for the day
(I want to work on self-advocating when I need a
break, or I want to practice being a Driver today, or
I want to make more directive decisions today).
Then, at the debrief, ask each student to reflect on
this goal.
Images: Cut out a few pictures (best to use a wide
variety of images) and bring them in the field. Place
the images in the middle of the circle of students
and ask students to pick one or two pictures that
they feel represented their experience that day, and
have them discuss the analogy.
Notebooks: Have students bring notebooks to
debrief. On a blank page, have them write their
name at the top and then create two columns – one
with a "+" and one with a "∆" on the top of each
column. Each student can write one piece of
feedback (something positive and something to
work on) under each column for his or herself and
then he or she can pass the notebook to the left for
the next person. In this way each person receives
his/her notebook back with 5-6 pieces of feedback.
You can encourage students not to read what is
already written so that the same feedback isn't given
5 times. You can then discuss what people wrote, or
HMI WPG - 23
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simply let each person internalize the written
feedback on their own.
Song Titles: This can be used on a short hiking day
when a lengthy debrief isn't necessary or it can be
used as a fun introduction into a more in-depth
discussion. Ask students to come up with a song
title that describes how they are feeling about their
day. You can leave it at that, or then ask them to
explain to the group why they are feeling that way.
PEN Check: Ask students what their Physical and
Emotional Needs are. This can be used as an opener
or closer to another debrief technique.
Teaching Classes: during debriefs is a great time to
teach a leadership class. SGTE, Decision Making
Styles, Leadership Roles, Leadership Elements and
any others that seem appropriate are all great classes
to weave into a debrief. It is also great to use the
vocabulary of these classes in debriefs after the
classes have been taught. For example, it can be
useful to frame the debrief around decisions and ask
each student to discuss one important decision
he/she made that day. Have the student explain
which style he/she used and why that was either an
appropriate or inappropriate choice for the moment.
will be in camp (probably 15 plus hours a day?). Below are
some points to consider regarding how you manage and
spend your time in camp.
In Camp Oversight
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Small Group Camping and Cooking
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Tips for Instructors?
Constructive Feedback Giving constructive feedback to
peers is difficult particularly as students form relationships.
Model constructive feedback from the first debrief and
press students to give good constructive feedback after
the first few days.
Energy Level If you are planning a more in-depth debrief,
try to get students comfortable before getting started. If it
has been a particularly tough day that deserves an in-depth
debrief but it is pouring rain, consider setting up a tarp.
Leaving debriefs for the following morning is rarely
effective.
Debriefing Incidents and Near-Misses After an incident or
near-miss, it is often valuable to debrief the situations with
the student group. Talk about what happened, how you
can prevent a similar incident, and see if students have
additional questions of need more emotional support.
Apprentices of Instructors in Training should consult with
the EL before starting this kind of debrief.
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Why do we climb mountains?
Climbing peaks on expeditions is a great group bonding
experience and often pushes students to accomplish more
than they thought they could.
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LIFE IN CAMP
Camping and cooking in small groups gives students
the opportunity to practice skills and guard against
the “social bubble” phenomenon in which
individuals in a group have difficulty connecting to
the place they are in because they are distracted by
large group interactions.
In general students should sty in their tarp group
during the dinner hour and not visit other groups.
At the end of a ration or at a brilliant group kitchen
site, feel free to make a very special event out of the
group kitchen, but do not let this become the norm.
One or two group kitchens per expedition.
PEAK ASCENTS
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When you aren’t hiking or climbing a peak, your group
Discuss the importance of known locations, what to
do if lost, and staying together on the first day.
An instructor should “check in” every student at
night (they all should be warm, dry, and happy).
Anytime the weather, morale, or other issues are or
may be intimidating to students, instructors should
spend extra time talking with students during check
in. If student are on an overnight IST instructors
will typically not do check ins.
Play games, read readings, mini hikes, and have fun
with the students- they will love you for it. Work
hard and play hard!
Free time is fine, but long uninterrupted periods of
time with no agenda are rarely productive or positive
for students.
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Prep students the night before with what to bring,
etc.
Have students review the route the night before, and
at least talk through a verbal RAD plan.
Alpine Starts require direct assistance from faculty
(e.g. getting up a little earlier to wake up students)
and extensive careful organization (teenagers are
physiologically challenged by waking up before
sunrise).
Designate on instructor to sweep and one to
monitor a slow steady pace in the front.
Better that all strive and fail than a few succeed but
leave the rest behind (go as one big group for walkups), maintain a slow steady pace that all members
can keep.
On peak ascent days with a large group, it is great to
rotate the lead frequently. For example, you can
have one person lead for 3-5 minutes and then go to
the back of the line. This helps keep a reasonable
pace and encourages socializing rather than splitting
into small groups.
Remember that success is not just getting to the top.
If you choose to turn back for whatever reason,
24 - HMI WPG
consider having a summit treat or summit photo at
your own summit or the turning around point, to
emphasize the success.
LAYOVER DAYS
Layover days give students a chance to recover from the
physical exertion of hiking days, are a good time for
classes, and provide time for students to do homework.
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Scheduled free time is great, long blocks (over 2
hours) rarely work well with teenagers
HMI is a school, so spell out the schedule for classes
clearly to students (multiple days in advance when
possible).
Plan designated homework times. Have all students
gather for “backcountry study hall” and then spread
out and study.
Activity options are great, but be careful of the
“hang out and do nothing option.”
Play games to break up the day students will love
you for it.
RE-RATION
It is important to preview the re-ration during the first
part of the expedition. Remember, once students get back
to the van, they will likely be more interested in socializing
with the re-ration personnel or the other expedition
groups than remembering to refill their fuel bottles.
Previewing the process the night before will cut down on
the chaos and improve the efficiency.
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Designate spaces: Each tarp group should ideally
have their own space in which to explode their bags
and repack. Also, it is helpful to pick a spot for
backpacks to go once they are entirely repacked.
Everyone should have a specific job:
Food: One person from each tarp group should be
in charge of the food re-ration. He or she should be
sure to grab all of the food that the group set aside
and then redistribute within the group. It may be a
good idea to consolidate any extra food from the
first part of the trip as well. Re-use bags of food
from the first ration and send “unsoiled” new bags
back to HMI to be re-used.
Fuel: One person from each tarp group should be
responsible for refilling the group’s bottles.
Trash: Have tarp groups consolidate their trash the
night before the re-ration so that it is easy to collect.
One person from each tarp group should be in
charge of making sure that all trash is collected into
one large bag at the trailhead.
In addition to these group tasks, students should
remember to grab any extra items (clean socks, etc.)
that may be in the van or re-ration bins.
INDEPENDENT STUDENT TRAVEL 11
Why do we put students on a track toward independent
travel?
The big picture goal of the final expedition each semester
(and potentially Gap and other programs) is to allow
students to practice all of the backcountry skills they have
learned this semester with as little instructor presence as
possible/appropriate. This helps promote independent
thinking, and decision making, and it is a logical capstone
to the semester-long progression of coaching students
toward independence. Independent travel during the final
expedition is a medium through which we can teach
valuable lessons about transference.
The Road to IST
The following are the typical stages of instructor
involvement with the goal of IST:
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Students hike with instructors making all
navigational decisions.
Instructors use key points in the day to prompt map
checks and teach navigational “nuggets”.
Instructors only offer navigational tips when the
student group is truly confused.
Instructor hikes with the student group but does not
engage in decision-making or navigational
discussions.
Students group hikes with an Instructor remaining
within sight of the group.
IST: Independent travel without direct
supervision by an Instructor.
Guidelines for IST
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For IST, the group and EL should each have
copies of the RAD plan.
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Prior to IST days, students should generally
have demonstrated navigational skills, know
what to do in an emergency, have basic first aid
skills, and clearly understand how to find the
faculty for assistance if needed.
Navigational Competency- Students navigational skills
should be related to the terrain you are considering having
them travel in.
First Aid- Students should have WFA, further first aid
training is not mandatory. You may consider setting up a
couple of WFA type scenarios if you have the time.
Emergency Response, not making it to an X- Students should
know in what situations they should come and find you,
parameters for runner teams, and where you can be found.
Recognize that in some places (particularly the Jacobs
Chair area) you may unknowingly pass your students.
Student groups should carry and be briefed on how and
when to use a Personal Locator Beacon (in life or limb
situations). Explain the 10am “freak time” and what your
strategy may be to find a lost group.
When during the course should we do IST?- You can do IST
on day two if you feel it is appropriate (and students meet
requirements), or you may want to wait to the middle or
end of the expedition.
Time without oversight- If you feel it is appropriate for your
group, they can be given 24 hours without oversight (you
should camp within ¼ to ¾ of a mile).
Administering Medications- Students should carry a first aid
kit but not the drug kit or epi kits. If you are not going to
see them for 24 hours, students may carry their own meds
for that time period if they do not have street value
(including ADD and ADHD medications). If their meds
do have street value you should stop by their camp to
administer them (You can easily do this without it feeling
too intrusive).
HMI WPG - 25
STANDARD CLASSES
12
BASIC SKILLS
HYDRATION
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Why Do We Teach This?
Proper hydration allows for success, improper hydration
promotes failure.
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Sample Class Outline and Key Points
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Altitude, dry air, exercise, and dried foods all
promote dehydration.
Minimum of 2-4 liters per person per day, more with
excessive heat, exercise, altitude changes, dryness
Drink a liter before hiking (hot drinks count), 2+
liters during the hiking day, 1+ liters in camp
Instructor Tips
Reinforcement Faculty need to monitor students’ hydration
levels carefully until they demonstrate the skill to stay
hydrated. Students need to learn to monitor themselves
and to take responsibility in monitoring this key issue.
Throughout the semester, regular reminders and check-ins
are important. “Drink Water” is one of the universal
answers to student questions.
WATER PURIFICATION
Why Do We Teach This?
All water must be purified before drinking except water
made from melting snow. Failure to be extremely diligent
about not ingesting unpurified water can lead to Giardia
or other GI problems. Giardia affects both individuals and
groups as it is easily spread though poor hygiene.
Sample Class Outline and Key Points
The Basics
Instructor Tips
Instructor Modeling Instructors are required (in the HMI
Employee Guidelines) to only ingest purified water.
Modeling excellent water purification and reminding
students of the tips listed above will help them to
recognize the importance of excellent water purification
habits.
SUN PROTECTION
Why Do We Teach This?
Sun burn and sun bumps are the very common conditions
suffered by students and instructors.
Sample Class Outline and Key Points
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There are several methods used at HMI: boil,
AquaMira, or use a filter.
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Boil: a rolling boil in a pot denotes sufficient
temperatures to kill harmful bacteria, viruses and
protoza at any altitude in North America 13.
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Aqua Mira: Due to the cold temperature of water
and suspected Giardia throughout the Sawatch,
Aquamira should be used at a higher concentration
than listed on the container. Use 9 drops of each
part instead of 7, wait time should be increased from
the recommended 30 minutes to 45 minutes.
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All water should be purified for drinking and
cooking. Large batches can be made in the 6 and 10
liter droms.
Summer and Fall Mountain Travel
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Filter all water in camp and while traveling that is
being used for drinking, cooking, washing, etc.
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In the event that your filters are not working take
special care to follow standard HMIs basic water
purification guidelines.
Tips to ensure that you don’t ingest unpurified water
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Purify your own water or watch your friend do it for
you.
Run water through the threads of the lid of your
water bottle both immediately after you add Aqua
Mira and before you drink the water. The same
principle applies to the hose of your camelback.
Clean your bowl, pot or other utensils with purified
water.
Use purified water for cooking pancakes, brownies
and anything else where you are not bringing the
water to a boil.
Be careful not to injest even a small amount of water
during or after you wash your hands or face with
unpurified water.
At 10,000 ft., solar radiation is nearly double sea
level, you should wear sunscreen.
Put sunscreen on several times every day, starting
first thing in the morning, SPF 15 or higher, cover
sensitive skin.
On bright days and anytime on snow, wear dark
sunglasses.
A brimmed hat, nose shield, face beak, bandana,
tape or zinc are all good strategies for protecting
your face from the sun.
Instructors should model frequent sunscreen
application for students, regularly remind students to
apply sunscreen, and monitor others for sunburn
and sun bumps.
HYGIENE
Why Do We Teach This?
Poor hygiene is a common reason fo r evacuation from
the field; we revisit hygiene in its various forms
throughout every expedition.
Sample Class Outlines and Key Points
General
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Wash hands before cooking, before eating, after
going to the bathroom, at least twice a day regardless.
Use hand sanitizer when hand washing is impractical.
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Avoid transmitting germs by not sharing water
bottles, bowls, cups, spoons.
Feminine Hygiene
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Women may want to use a “pee rag” to help
eliminate the odor of urine. A bandana or halfbandana works well for this. Pee rags should be
rinsed out regularly and dried in the sun to reduce
the odor. To prevent infection, pee rags can be
boiled every couple of days.
Women should be reminded to wipe from front to
back to avoid infection.
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26 - HMI WPG
All girls should carry some tampons into the field,
even if they do not anticipate getting their period.
This way, we are prepared as an expedition when
someone is caught off guard. If you expect to have
your period, you should carry 1 ½ times what you
normally need because the backcountry can have
different effects. It is also nice to have about six wet
wipes.
Recommend the use of a ditty sack for tampons
and/or pads. Inside the colored bag, you have 2
plastic bags (the medium size food bags are perfect).
One is for protecting new tampons and the other is
for the old ones and trash. To reduce any smell of
the old ones, you can put a used tea bag or a little bit
of duff in the bag. Baking soda or crushed aspirin
also work well.
If you are taking bear precautions in camp, then all
women should put their tampon bags (even if there
are not any used ones, because most new ones have
perfume) in a zip bag to hang like we hang food, or
to put in the bear-proof containers.
Instructor Tips
Kitchen Hygiene Included in the cooking section.
Teaching Feminine Hygiene It is a good idea to have a
meeting with the girls on the trip before the first
expedition to address their questions and concerns about
peeing in the woods, menstruating, and to alert them to
the signs and symptoms of urinary tract infections vs.
yeast infections. It is also a great way to make yourself
approachable on the topic.
You can give an award for speed and for best packed pack.
By mid course students can typically pack their packs in
under six minutes.
HOW TO PUT ON & TAKE OFF A PACK
Why do we teach this?
Putting on and taking off packs is an easy way to hurt
one’s back and destroy a pack if done incorrectly.
Sample Class Outline and Key Points
It is good to teach students how to put on and take off
their packs on prep day typically after they have learned to
pack their packs. This is when students’ packs are the
heaviest! Review at the start of the first hiking day and as
needed throughout an expedition.
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PACKING A PACK
Tie your shoes, adjust layers, put on sunscreen, drink
water and snack before putting on your pack.
Loosen all harness straps.
Get someone to help lift your pack or lift up to an
outstretched knee, put one arm through a shoulder
strap, reach back, insert other arm and then gently
swing pack around and onto your back.
In this order: tighten waist belt on the upper half of
iliac crest, gently snug shoulder straps, snug upper
load straps, adjust sternum strap to comfort, tighten
lower load straps.
Walk away… as you hike, adjust the shoulder and
waist straps to transfer the load from waist to
shoulders as desirable.
Take off your pack slowly and place it on the
ground. Do not drop your pack as this will
contribute to excessive wear.
Why do we teach this?
Packing a pack is one of the quintessential organization
and efficiency skills that we teach students.
Sample Class Outline and Key Points
A full demo of packing your pack is the typical way that
this class is taught. Sometimes it is good to do a slow
demo explaining what you are doing and why as you pack
followed by a faster, actual speed, demo.
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Accessibility- water, snacks, sunscreen, warm layers,
rain layers.
Balanced- weight should be against your spine, and
equal side to side.
Compression- tightly packed, no voids.
Streamlined- no dangling straps, or water bottles,
everything inside.
The Stove and MSR bottle with fuel pump should
always be in one person’s pack.
Fuel should be packed below food.
Always tighten the fuel cap yourself, don’t trust that
it has already been done well enough.
Tips for Instructors
Reinforcement Typically on prep day, there are a few
students who take far longer than the others to pack their
packs. Show them how to pack their packs in an efficient
and timely manner and follow up with them in the first
few days to make sure they are getting better at packing
their packs.
Evaluation In the first few days and again at mid-course, it
is fun and informative to do a pack packing challenge.
HIKING
Why do we teach this?
Many of our students have never hiked before. Hiking in a
group with heavy packs introduces a challenging dynamic
of keeping a group together.
Sample Class Outline and Key Points
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Loose Boots- decreases friction, except for steep
descents.
Walking Flat Footed- walk more or less flat footed
to reduce friction, this will also keep you from
hiking too fast.
Pacing- set a pace the entire group can hike all day,
rotate the lead lots- it is a privilege to share equally,
faster folks have a responsibility to slow down and
slower folks have a responsibility to hike in the front
and help set a proper pace
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HMI WPG - 27
The pace should be determined by one’s ability to
breathe easily and carry on a conversation, not by
speed of movement.
Staying Together- hike within easy verbal contact
Rest Step- rhythmic breathing and walking fosters
efficient pacing.
tape (do not put duct tape directly on skin), are the
tools to eliminate friction.
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“Sore Spot” bandages are also a good option to
prevent hot spots.
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Use tincture of benzoin to help tape and other
bandages stick to skin.
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So-called “high performance foot beds” can help or
seriously hinder the fit of boots (especially on the
Achilles tendon area of the heel) so consider
removing them if a student is having problems.
Part 3- Blisters
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Avoid intentionally popping blisters. If a blister pops
on its own be sure to leave the roof of the blister in
place, it will heal faster. Then apply some
combination of “Sore Spot”, a moleskin donut, antiinfection ointment and a gauze and, and tape to
both protect the blister and prevent further friction.
Tips for Instructors
FOOT CARE
Why do we teach this?
Blisters and cold and wet injuries to feet are a potential
hazard for neglected feet.
Foot Checks On winter ski expeditions, we check students’
feet before they go to sleep to make sure they are warm
and dry. Foot checks include having an instructor touch
every single foot, feeling for warmth dryness and possibly
checking for capillary refill. If your trip encounters cold
and or wet conditions (20-40 degrees or colder) consider
doing foot checks.
POSSIBLES BAG
Sample Class Outline and Key Points
Why do we teach this?
An intro foot care class should be taught on prep day or
the first hiking day an intro to hot spots can follow shortly
after and a blister care class should be taught as
appropriate. Proper foot care should be reinforced
throughout the expedition.
Introduction to Foot Care
Possibles Bags are a basic organizational tool for everyone
on an expedition having key items with you keeps you
from having to run back to your tarp to get things, saving
time and reinforcing LNT.
•
Nurture your feet! Change socks often, once in
camp endeavor keep them warm and dry.
•
Immersion Foot can result from cold and wet feet
for prolonged periods of time (4+ hours). In cold
and wet foot environments, it is vital to constantly
change and dry socks and go to bed with warm and
dry feet. Eight hours of dry feet per day will equal
happy feet.
•
Wear one or pairs of socks, loose boots and gaiters.
•
Whenever students have boots on, they should also
wear their gaiters. This keeps their socks clean and
reduces the likelihood of blisters. This is true even
when hiking on trail or around camp; it is just a
good habit.
•
Loose boots will promote minimal friction and heat
that will lead to hot spots. Have students rub their
hands together with varying pressure to illustrate the
point.
•
Walking barefoot is inappropriate in backcountry
situations, feet are too valuable to risk injury. Always
wear shoes, even when wading.
Part 2- Hot Spots
•
The goal is to decrease the friction causing the
problem- adjusting sock system, boot tightness, and
isolation via donut style padding or flat, wrinkle-free
Sample Class Outline and Key Points
A demo of what you carry in your possibles bag is a good
way to present this class.
•
•
•
Mountain men of the west all carried a bag of
"Possibles" (flint, steel, tinder, knife) to address any
possible challenges.
In camp and on the trail, we are always prepared for
horizontal rain, 30 mph winds, total darkness.
Possibles should always include: Rain Gear, extra
clothing, warm hat, headlamp, map sets, notebook,
pen, water bottle, sunscreen, something to sit on.
Other Possibles could be food, homework, camera
etc…
Tips for Instructors
Instructor Possibles Instructors typically need to carry a few
more things in their Possibles Bags than students (first aid
kit, etc.). Consider bringing a slightly larger bag than what
students bring. Some instructors will bring a durable
waterproof bag to easily bombproof their sleeping gear,
etc. so that they can use their large pack as a possibles bag.
BOMB PROOFING
Why do we teach this?
Proper bombproofing keeps people organized and ensures
that key items will not be destroyed, lost, or rendered
unusable. Bomb proofing is good camping “style”.
Sample Class Outline and Key Points
28 - HMI WPG
The following points should be introduced on the first day
in camp; kitchen bomb proofing will also be covered on
the first night as you are teaching students basic kitchen
organization. Follow up this introduction with periodic
home and gardens tours to both reinforce these concepts
and evaluate students’ performance.
•
•
3 W’s to watch out for: Wind, Weather and Wildlife.
Personal equipment, group gear, and rations are
always left in a state of readiness for a “bomb” to go
off in camp (or on the trail).
•
Horizontal rain, 30+mph winds, sleet, lightning, and
curious creatures are always a possibility. Dry
clothing, rations, and equipment condition are
important to both comfort and safety in the
backcountry. Be prepared for the worst, and then it
won’t be so bad when it happens.
A few bomb proofing specifics:
•
•
•
•
•
•
•
•
•
Drying clothing & equipment should be on your
body or in your immediate presence.
If stuff is drying on a tree, be sure you are
immediately near by (in sight of your stuff).
Food should be sealed in food bags w/zippers down
whenever not actively being used.
Clean pots, utensils, & bowls after
each use (don’t attract critters).
Sleeping bags should be bombproof
unless you are in it. This means
stuffed in a waterproof stuff sack, stuffed in a
waterproof backpack, or in a secured “burrito roll”
under the tarp.
Remember that critters like to nibble on boots. So,
when they are not being worn, they should be in a
backpack or under the tarp with you.
Most sleeping pads are waterproof or water-resistant
but fly away easily so they should always have
someone or something heavy on top of them.
“On you, in you, or in your pack” is bombproof.
In general, loose things under the tarp are not
bombproof.
STOVE USE
Why do we teach this?
Proper stove use will limit exposure to the potential risks
associated with flames and white gas and will keep stoves
in good working condition.
Sample Class Outline and Key Points
There is a lot of information in this class. For this reason
it is worth teaching this class on campus during prep day
and then repeating most topics while you are cooking with
students on the first night and the following morning.
How Liquid Fuel Stoves Work
•
Components: Fuel Bottle, Pump, Fuel Line,
Generator, Jet, Burner, Legs & stove assembly.
•
The stove converts liquid fuel (white gas is high test
unleaded gasoline) into a gas
•
Pressurized liquid fuel passes through the hot
generator to “generate” gas (a.k.a. gaseous fuel).
•
Initially the stove must be “Primed” (or warmed) to
convert the liquid to a gas form in the generator.
•
The stove cannot explode. It is not a bomb,
however, it can be a flamethrower!
Assembly
•
•
•
Thread Pump Assembly into Fuel bottle.
Attach stove via fuel line to pump assembly.
Set on stable, fire resistant surface- MSR reflective
disk, or Nomex pad.
Stove Use Risk Management
•
•
•
•
•
•
•
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Always wear shoes when using a stove.
Do not sit when lighting the stove, squat or kneel so
that you can move easily if necessary.
Sit near, not around, the stove when cooking
Put the stove on a flat, stable surface before you
light it. Check that it is level by placing a pot on it.
Prime thoroughly (puff to avoid the whoosh)
Don’t lean over stoves.
Stove must be cold before changing fuel bottles.
Always assume the stove is very hot.
HMI WPG - 29
•
Use a dip cup instead of pouring from pots to
prevent spills and burns. BE CAREFUL WITH
FULL POTS OF BOILING WATER.
What to do if the flame is flaring up/won't go out
•
Turn off the fuel. As soon as it's clear that the flame
is not in control, stop feeding the flame by turning
off the fuel.
•
Move the stove from the burning area (i.e. if fuel has
spilled on the ground and there's a flame, move the
stove away from that flame to prevent the pump
from catching fire.
•
Put out the fire! A couple things to try: throw a pot,
pot parka, or pan over the flame; throw sand on the
flame.
•
If none of these things work, get instructors and
move 30+ feet away from your stove, walking in the
direction that the *bottom* of the fuel bottle is
pointing (not the top, as if it melts, it may get shot
out the end of the stove).
Priming and Lighting
•
•
Pressurize the Fuel Bottle- 20-25 pumps
Carefully fill the spirit cup (priming cup) ½ full, and
then turn the stove off! Note that the spirit cup fills
faster than you think and it takes a moment to stop
the fuel when you turn it off.
•
Puff fumes away, then light liquid fuel in the spirit
cup (this prevents the scary "'whoomp")
•
After priming fuel in spirit cup burns totally out,
light stove by turning on stove and then sparking the
lighter (do in rapid succession).
Daily Maintenance
•
Before and after cooking, when stove is cold, shake
the needle in and out of the jet, wipe off excess
carbon with rag.
•
Immediately after you turn the stove off, blow out
the flame- the remaining pressure will blow out
carbon deposits.
•
Be nice to your stove! Pack gently, avoid sand, and
keep track of parts.
Typical Stove Problems
Stoves that do not pressurize, have low flame or no flame
can usually be fixed by doing one or more of the
following:
•
•
•
•
It also gives them a deeper understanding of how a stove
works.
Sample Class Outline and Key Points
This class is best taught toward the end of an introductory
or second expedition.
•
•
•
•
•
•
•
Review the typical stove problems from the stove
class.
Demonstrate taking a stove completely apart and reassembling, naming parts as you go
Have each student group follow along with their
stove, taking it apart piece by piece with you.
At each part, describe how it can fail or work
improperly, and describe what that would look like.
Demo repair for most common issues: out of fuel,
non-pressurizing pump (leather dry or failed oneway valve), dirty jet/fuel line.
Have students clean out their fuel line several times,
and let them know that cleaning a fuel line as many
as five times may be necessary.
Demo the correct reassembly of generator loop, legs
(keep them on if possible!), and spirit cup.
NUTRITION 14
Why do we teach this?
On expeditions we rethink why we eat (i.e. for energy
more so than for social, comfort, or habit). We need to be
deliberate in what we put in our bodies in order to give
ourselves the energy that we need.
•
•
•
•
•
Three types of fuel: Carbohydrates, proteins, and
fats.
Carbs burn fast, giving immediate energy.
Proteins and fats burn more slowly, giving energy
over a longer period of time.
Meals should contain all three types off fuel to give
energy both now and later.
The extra caloric needs due to backpacking are
about 1000-2000 calories per day (about a third
more calories than in everyday life.)
Add fuel: No fuel equals no flame and no dinner.
Low fuel will make it hard to keep the stove
pressurized.
Pump stove: It is easy to forget to pump the stove
while you are cooking. Pump it.
Shake stove: check pump cup, faulty valve in base of
pump assembly, faulty seal between fuel line and
pump assembly, faulty on/off valve
Check pump/fuel bottle connection: Possibly
improper threading or check for a cracked o-ring
(replace fuel bottle o-ring).
STOVE REPAIR
Why do we teach this?
This class gives students greater independence as they will
not have to get instructors when they have stove problems.
BASIC COOKING & KITCHEN PRACTICES
Why do we teach this?
Learning how to cook in the backcountry and cooking
breakfast and dinner every day is both valuable and a
30 - HMI WPG
transferable skill and provides students with a venue for
practicing leadership, communication, and expedition
behavior.
course of the first week, you can talk with students on trail
about what they have been cooking, problems, and
lessons learned.
Sample Class Outline and Key Points
BAKING
The following topics are typically covered during the first
night of an introductory expedition as an instructor is
cooking for a cook group. Topics can be revisited the
following morning when you cook breakfast for them.
Food Identification
Why do we teach this?
•
Sample Class Outline and Key Points
White Powders- milk squeaks, flour is smooth,
potato pearls smell buttery
•
Go through all the food and ID each item- generate
meal ideas, introduce cookeries
Kitchen Organization
•
•
•
Pull out items needed, put the rest away
Clean spoons, cups, and bowls may live in food bags
Keep Kitchen Equipment in the same spot each
day- e.g. pot grips live in stove bag, spatula in the
red food bag so it is easy to find and
organized
•
Kitchen 30 paces away from tarp
minimum, packs, etc… on a
durable surface! Move your kitchen
frequently- Moving for every meal is a good rule of
thumb, unless your kitchen is on rock, in a preexisting hammered site, on snow, or other totally
durable site.
•
Note that “biodegradable” soap such as Camp Suds
and Dr. Bronners only break down in soil.
Therefore they should not wash directly in or next
to a water source.
•
Water should always be taken from the source and
used to wash dishes, hands, etc. Washing (especially
with soap) in the water source directly is illegal
under Forest Service regulations and is poor LNT.
Kitchen Hygiene
•
•
•
Wash your hands before cooking
Do not taste food with communal spoon or spatulas
No personal utensils in the pots! Instead, drop a
dollop into personal bowl and taste with your own
spoon.
•
Once a day- dip all utensils, cups, bowls, spoons in
water at a rolling boil. If unpurified water is used to
clean anything it must be bone dry before it can be
used.
•
Use only purified water for making anything that is
not coming to a boil.
Basic Cooking Principles
•
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•
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“You can always add, but you can’t take it out” 15
Stir lots and watch carefully to avoid burning
If it does burn on the bottom- don’t stir!
Immediately transfer to a clean pot to keep the rest
from tasting burned.
Start simple- oatmeal, macaroni & cheese.
Boil for speed, fry for texture & taste, Bake for
gourmet
Spice lightly and let others add to taste in personal
bowls.
Tips for Instructors
Reinforcement Cooking basics should be revisited over the
We teach baking because it is fun! We also teach it
because it represents camping in good style, making
yourself comfortable with basic tools, and is a transferable
life skill.
•
Typically this class is taught in a group kitchen,
choose a durable site.
•
Have students bring everything from their kitchens
including all of their foodbags.
•
This is a good activity to add some flare, the mini
chef or Swedish chef are popular.
•
On mylar write out the ingredients and the process.
Basic Yeast Bread Recipe
-One tablespoon Dry yeast + 1 tablespoon brown sugar +
8-10 ounces warm water. Let the yeast activate (it will look
bubbly and quite frothy).
-Pour yeast mixture into 2+ cups flour + pinch of salt to
make basic dough. Add flour (or oatmeal, cornmeal) or
water to change dough consistency (some people do this
step in a plastic bag to reduce mess).
-Knead 5 minutes, put dough into buttered plastic bag, let
rise for 45 minutes to 2 hours, and then bake.
•
Once you have the dough made and you are waiting
for it to rise, go ahead and make some sauce (tomato
base, milk powder, sugar, spices) and prep some
toppings.
•
Now you are ready to bake. Explain the basic
techniques and have each group make personal
pizzas or split each one as they come out of the
frybake.
Baking Techniques
-Pot Parka: Always use one when baking!
-Flip Frying: Fry one side then flip, and add toppings and
cheese.
-Depressurize: Blow out and turn off fuel. Let out
pressure with stove attached. Tighten fuel bottle and give
the stove a couple of pumps. Light your stove and it will
be on low, perfect for baking.
-The Clock: Find a rock that is the same height as the
stove. Off-set the frybake onto the rock so that ¼ of the
pan is over the heat. Put a small rock on the lid to mark
your place, rotate the pan 90 degrees in a clockwise
direction every 3-4 minutes until baked (this will take
several complete rotations.)
-Twiggy Fire: Make a small fire on frying pan lid, tiny
twigs (smaller than your pinky, so they burn completely),
rotate frequently to avoid burning or raise pan on carefully
formed windscreen. This method has fallen out of fashion
as the pot parka serves the same purpose.
•
While you are baking and eating, talk about other
baking options like breads, cinnamon rolls, or
baking powder recipes.
Baking with Baking Powder
-Baking Powder is “double acting.” The first response is
HMI WPG - 31
to the liquid, the second is to heat. Therefore, you must
use cold water when mixing the dough; otherwise, it will
not rise when you cook it.
-Approximately 1 teaspoon of baking powder for every 2
cups of flour. Add cold liquid in small increments. Don’t
over mix.
-Consistencies: pours off spoon for pancakes, clumps fall
off spoon for drop biscuits
32 - HMI WPG
CARRIE’S COOKING CHEAT SHEET
Cooking in the backcountry is different than the front
country. You have no counters or cutting boards, no
ability to simmer, no access to running water, weather
conditions can make using fingers hard, bugs can be
distracting. Mastering backcountry cooking takes time.
Have an assistant chef the first few times until you feel
comfortable doing it alone.
Tools:
Spatula- Use as spoon, knife, spatula
Fry bake and lid- Use to sauté, cook, fry, bake, pop, and
cut
Pot and lid-Use for boiling water, cooking dried foods,
not advised to melt cheese in pot
Dippy Cup- Use as ladle, measuring cup, hydrating veggies
Stove- Always have wind screen snugged, pot parka and
pump often
General Tips:
•
At the beginning of every meal begin by boiling
water. This can be used for hot drinks or to cook
the meal. As the water is boiling, pull the food you
will need for your meal. Chop vegetables, cheese,
meat etc.
•
Consider how you can dirty the least amount of pots.
If you plan to have a sauce, make it in the fry bake
and then add the cooked grain (rice, pasta, couscous) to the fry bake instead of adding the sauce to
the pot.
•
Once the contents of the pot have been emptied,
add a few inches of water and bring to boil. This
water will be for cleaning pots and personal bowls.
Once pot is clean, fill with enough water for
everyone to have a hot drink.
•
Don't be afraid to taste food to determine if it is to
your liking. A little salt goes a long way and spices
can really improve a meal.
•
Always use pot grips when stirring contents on the
stove and remove pot or fry bake from stove if
contents is sticking to bottom of pot or fry bake
(this will avoid bending stove legs).
Cooking Tips:
BreakfastHash browns- hydrate hash browns in the frybake with a
few dippy cups full of boiled water, let sit for five
minutes. Add butter and gentle stir by flipping large
sections, vigorous/frequent
stirring makes them
mushy. After about 10 minutes of frying add cheese, cover
and let sit for 5 min, then flip large sections and let sit
another few minutes. In the end your hash browns should
be golden brown and crisp!
Pancakes- some people mix in a bag, others in the pot.
Add cold unpurified water and stir. Then cook as usual
on the fry bake adding choc chips or craisins if desired.
Cheesy Bagels- Add butter to fry bake. Slice bagels and
place in fry bake face down for a minute then flip to face
up. Add cheese and lid. Let melt for a few minutes, make
sure not to burn bottom of bagel. Once cheese has
melted a little flip so cheese is face down in the
pan.
Press bottoms of bagel so cheese sticks to pan and then
let sit for longer than you think until
the cheese has
melted and crisp to bagel. Add spices if desired.
Cereal Bar- Pull cereals, oatmeal, raisins, milk. Roll down
bag and have boiling water available. Some people like
hot water in their cereal other will use their purified water.
Add
desired cereals, sprinkle with milk powder and
then add water. Stir
Coffee Cake- Melt butter, brown sugar, and dried fruit in
pan. Poor pancake batter over top. Cover and place on a
tower of power and let cook until batter has cooked
through.
LunchPull various lunch foods and place them out for folks to
fill their bowls. A few bags of trail mix, nuts, craisains,
crackers, cookies. etc. A scoop of peanut butter is nice to
add to your bowl. If your cheese supply is in excess bring
a few chunks of cheese. Save snickers for long hiking days
or peak ascents. Left over's are a great option for lunch. If
you had leftover cheesy pasta or a rice dish from the night
before, decide if you will need your bowl for breakfast. If
not, store it in your bowl. If so, put leftovers in a bag and
save for lunch. Hash browns, cheesy bagels and pancakes
make great lunch items as well. There is definitely not
enough snack food for the entire trip so leftovers or
supplemental cooking will be necessary.
DinnerOnion and Garlic- a great addition to any dish. Slice
onion and garlic in fry pan with spatula. Add garlic to
food bowl and set aside. Add oil to onion and cook until
onions are translucent (about 5 minutes) then add garlic
for the last minutes.
Tempeh and Sausage- Also great additions to any meal.
Tempeh is made of soy beans and adds good texture
and protein to a meal. Cut into small squares and heat in
fry bake with a little oil and then add to meal.
Cheesy Pasta- Bring water to boil, add pasta. Once
cooked, drain and add noodles to fry
bake (may need
to do in two batches). Add oil and let noodles crisp a bit
before adding
cheese. Add chunks of cheese and let
melt for a few minutes without stirring. Then flip
sections of pasta and let sit (longer than you think) so
that cheese and noodles can crisp. Add spices as desired.
Tomato sauce- In a sanitized food bowl or fry bake add
a few teaspoons of tomato powder, purified or boiled
water, a little milk powder, brown sugar, and spice until
desired taste is met.
Rice- Bring water to boil and then add rice. (For one cup
of rice, boil two cups of water).
Sweet and Sour Rice- In fry bake add oil, soy sauce,
dried fruit and nuts/seeds, spices and
let cook until
dried fruit is soft and then add rice to fry bake. Mix and
serve.
Beans and Rice- Bring three times water to a boil and
then add rice and beans at the same time. Stir rice and
beans frequently. Take off stove once beans and rice are
hydrated and let sit. Add spices as desired.
Burritos- Heat fry pan and add tortilla, fill with rice beans,
cheese, and sausage. Fold both sides of tortilla towards
middle and then roll. Let sit on one side until brown and
then flip.
Soups- Fill pot 3/4 full with water and bring to a boil.
Add a little rice/bean/pasta/cous- cous (or
some
HMI WPG - 33
combination of the above). Tomato paste and potato
pearls act as a thickener. Sunflower seeds add a nice
crunch. Spice as desired.
Cous-Cous- Add two times water, bring to boil and then
add one times the cous-cous. Stir in pot for a minute or
two and then take off stove and let sit. Add spice, cheese
and meat as desired.
Ramen- Pour boiling water over a package of ramen. Add
potato pearls to thicken. Parmesan cheese sprinkled on
top is a nice touch. Save ramen for a layover day lunch.
DessertScrambled Brownies- heat fry bake, add butter, brownie
mix and a little water (no need to be purified or boiled).
Stir until you have cake batter consistency. Let cook,
flipping sections and scrambling like eggs. Cook longer
for cake-like brownies and shorter for fudge like
brownies.
Spice Cake- Heat fry pan, melt butter. Remove from
stove. De-pressurize fuel bottle and build a tower of
power. In pan mix spice cake mix and water until you
have cake-like
consistency. Cover and place on top of
tower and let cook for about 25 minutes. If burning, try
rotating method.
34 - HMI WPG
SHELTER SET-UP
Sample Class Outline and Key Points
This class is typically divided into two parts: how to tie a
truckers hitch and then tarp or mid set-up. If possible
teach this on campus before going into the field.
Knot Terminology
•
•
•
Loop (line crosses itself once)
Bight (line does not cross itself)
Running End or Working End (end used to tie the
knot)
•
Standing End or Fixed End (static end of the line)
Truckers Hitch
•
See diagram above.
Tarp
•
•
•
Set the ridge line very high, 6 ft. is good (easy to
lower later, hard to raise later).
Set 4 corners at 45 degrees, snug but not tight, then
lines from edge, then pull-outs all snug but not tight.
Tighten all a little at a time until the tarp is drum
tight in all directions.
Mids
•
•
•
•
Make sure the door is zipped completely shut.
Set 4 corners at 45 degrees, snug but not tight, then
lines from edge, then pull-outs all snug but not tight.
Have a person crawl under and put up the pole.
Mids can be pitched low for bad weather or higher
for more ventilation. One side can be pitched high
•
enough so that you can crawl in and out which is
useful if you have a broken zipper.
Do not force the zipper closed!
CAMPSITE SELECTION
Why do we teach this?
Choosing appropriate campsites and spreading out our
activities is important for adhering to LNT principles and
managing risk accordingly.
Sample Class Outline and Key Points
Upon arrival at your first camp, you can discuss the below
points while helping students to find places to camp.
•
•
•
•
•
Durable surface (e.g. not on woody stemmed plants,
not on cryptogrammic soil, yes to duff, yes to grass,
yes to previously hardened sites).
At least 200 ft. from water (75 paces)
(lake, pond, stream, river that is on the
map) or more as required by
regulation/permit. Some exceptions do exist. In the
Collegiate Peaks area, you should camp 300 feet
from water or in hardened sites at Kroenke and
Hartenstein Lakes.
Limited exposure: to lightning, dead trees (“widow
makers”), falling rock
Out of sight and sound of trails, campsites, roads,
and other tarp groups!
Remind yourself to “look up, down, and all around”
when considering possible hazards.
•
•
HMI WPG - 35
Don’t forget comfort of the tarp’s occupants. It is
worth finding a nice site!
In the canyons, avoid narrow parts of the canyon
(flash flood, impact on other hikers).
Tips for Instructors
Other Considerations The above points are guidelines that
fit most situations. In some areas it may not be possible to
meet all of the desired criteria. Examples include but are
not limited to narrow mountain valleys, vegetation and
boulder filled canyons, closely spaced impacted sites, etc.
Camping at some trailheads and other impacted roadside
campgrounds will necessitate camping closer together.
Sample Class Outline and Key Points
•
•
•
Tips for Instructors
•
•
STAYING WARM AND DRY
Why do we teach this?
Understanding these basic points is key to being
comfortable and managing the risk of cold injuries.
Sample Class Outline and Key Points
These points are covered after you discuss the clothing
that you will be bringing.
•
•
•
•
There are four ways to lose heat: radiation (hot
head- cover it), convection (wind moves heat awaywind shirt), conduction (Sitting on a cold rock- sit
on a pad), evaporation (energy lost to switch liquid
to vapor- change to dry clothing).
Actively change layers as necessary; wear the right
clothing.
Do not give up heat you have created, put on a hat,
scarf, layer, wind shirt, etc.
Wet or damp clothes must be actively dried; socks
should either be dry or drying. In many
environments, the only way to dry socks is on the
owners body.
SLEEPING WARM
Go to bed warm, wear dry clothing, place extra
layers under you for additional insulation from the
ground, take a hot water bottle and a snack to bed
when it is cold out.
If you wake up cold in the middle of the night, get
up to go pee, do sit-up or push-ups, rub your feet,
have a snack, or be proactive in some other way.
Pull your puff pants down around your feet to keep
them warmer. If this doesn’t work put your feet in
your backpack.
Additional Strategies If it is cold in the evening when
you are having classes or meetings, consider meeting
under a tarp or having people meet in their sleeping
bags. Be aware of damp nights that could lead to all
wet sleeping bags during circle. Doing a get warm
game before bed also helps.
Reinforcement In the first few days make sure
students are sleeping on pads and zip up their
sleeping bags.
Notes From a Canyons Expedition
It was the first expedition of a spring semester and we
were in the canyons during a particularly chilly stretch of
weather. We had a couple of nights where the temperature
dipped below zero and the wind howled. The students
used sleeping warm strategies and made it through these
nights without incident.
The weather warmed up a bit and on one windy
afternoon, a group of boys decided after trying in vain for
10 minutes they did not want to bother to set up their tarp.
We warned them that if it rained or snowed at night they
would have to get up and set up their tarp to protect
themselves. The weather was clear and they decided to
for-go shelter.
At 10pm, it started to rain, lightly at first, then it
became a driving rain that turned to wet snow. At 11pm
we decided that we should probably make sure that the
boys had set up a tarp. One of them had woken up and
attempted to wake up the others with no success, he
crawled under an overhang and was relatively dry. The
other two boys were lying half out of their partially
unzipped sleeping bags, sound asleep with sleet coating
them completely. Audrey (Science Faculty) woke them up
and helped them to the shelter of an overhang. We
checked on the group throughout the night and although
uncomfortable they were able to warm up enough for the
instructors to avoid further intervention.
The two boys that barely slept were slated to be leaders of
the day the following morning. Haggard, they bowed out
of their responsibility. For the rest of the trip this group of
students set up a sturdy shelter and took greater care to
sleep warm. Natural consequences...
-J Talbot
Why do we teach this?
N A V I G A T I O N 16
Sleeping warm is key to an enjoyable trip, and sleeping
cold can lead to lack of sleep which in turn can lead to
further issues.
The navigation curriculum gives students the tools to
directly engage with the natural world and with their peers
about how to get from one place to another. Navigational
decision making discussions provide the ideal forum for
36 - HMI WPG
leadership, communication skills, and self-reliance to be
developed. Emphasis should be placed on relying on
common sense in combination with basic navigation and
route finding strategies; navigation does not need to be
complicated!
Intro Expedition Progression
Tips for Instructors
Visual Demo Introduce the “Kiss and Break-up” folding
technique. Take the map and fold it so the lengthwise
outside edges touch then break up. Then take the two
places where the quad name is written and have them
break up.
On Campus- Introduce the fact we
will be traveling using topographic
What is the “X”?
MAP BASICS
maps for navigation with little or
•
The “X” is the end of the day
not use of compasses or other
Why do we teach this?
meeting spot for hiking groups.
navigational aids.
•
Sometimes the “X” is marked
This class (often taught along with a
where there is known camping,
Day 1- Role model good navigation
basic contour lines intro) helps to
other
times,
extensive
scouting
and articulate a simplistic process
orient students to their most basic
will be required and hiking
of navigational decision-making.
navigational tool.
further is an option.
“We are going to head down this
•
The “X” should be carefully
Sample Class Outline and Key Points
valley for a couple miles, which
marked by the same person on
This is purely an introduction, if you
should take about an hour, then
one map for each hiking group.
spend more than 15 minutes on this
take another look at the map when
•
Hiking groups should trap the
information you may be giving too
we are below that peak in the
“X” to within about 50’.
much detail for students new to
distance.”
•
Before the hiking day instructors
USGS maps.
may consider discussing ways to
Day 2- Navigation Seminar-Map
trap the “X” if it is in “nebulous”
7 Colors of the Map
Care, Map Basics, Contour Lines
terrain.
and Orienting the Map using
• Brown = landforms via contour
Features (often taught in hiking
lines, changes in elevation
groups so that students can be more involved). Introduce
•
Blue = water features (lakes, ponds, rivers, streams,
and role model Predicting the Landscape to Come.
glaciers)
Day 3- Role model and discuss common sense navigation
•
Green = vegetation (enough to hide a platoon of
and predicting the landscape to come. Prompt students to
men per acre)
stop in good map break locations and to use navigation
•
Black = culture, manmade, named, trails, some
terminology.
roads, buildings
Day 4- Introduce Verbal RAD plans during morning map
•
Red = as above, mostly large roads and grid systems
briefings. Reinforce time distance calculations throughout
•
White= not enough vegetation to hide a platoon,
the day. Students begin to navigate with less instructor
rock, grass, etc.
input.
•
Purple = photo revisions (not field checked on the
Day 5-7- Instructors continue to mentor students
ground)
individually and in small groups.
Basic Map Info
Day 8-End- Instructors become sheep, hiking wherever
•
Scale
the students decide. Allow tough navigation days to be
•
Latitude and Longitude markers
lessons in themselves. Debrief and coach at the end of the
•
Name of the Quadrangle and bordering maps
day.
•
North and Magnetic North Arrows.
MAP CARE
CONTOUR LINES
Why do we Teach This?
Students destroy maps quickly without careful and
frequent coaching.
Sample Class Outline and Key Points
These points can be introduced initially on prep day when
you are folding maps and putting them in plastic bags or
on your first hiking day. Instructors should model
excellent map care and remind students whenever they are
not caring for their maps.
•
•
•
•
•
Teach students the proper way to fold a USGS map.
Maps should be kept in plastic to protect them from
weather, dirt, natural finger grease, sunscreen etc.
Fold the map(s) so that the required area is visible
through the plastic.
Don't shove maps in pockets.
When looking at one or more maps as a group- lay
them on the dry ground (or on a dry ground cloth)
and secure the corners with rocks or hands to
prevent them from tearing or flying away.
Why do we teach this?
Contour lines are what make USGS maps useful for
navigation. Understanding how the contour lines work is
the fundamental key to using a map to navigate.
Sample Class Outline and Key Points
This class is either introduced during the maps basics class
or during the first hiking day. Cover the following points
and have students practice pointing out features during
the class and then throughout the expedition.
•
•
•
•
The closer contour lines are to each other, the
steeper the slope.
Define features including ridges, drainages, saddles,
spires, buttes, mountain tops, etc. (depending on
your location)
Ridge- contour lines form ” Vs” that point to lower
elevations
Drainage- contour lines form ” Vs” that point to
higher elevations
Tips for Instructors
HMI WPG - 37
Visual Demo Some instructors like to use their knuckles as
an example of hills by drawing contour lines on their hand
while it is in a fist then open their hand so that it is 2D like
a map.
Advanced Activity Have students draw a topo map of a
rock or group of rocks. Then have students introduce
their map and see if the other students can pick out the
areas that they used as their model landscapes. This
activity is often done as an additional reinforcement to
basic contour lines as it takes more time than you may
have on your first hiking day.
ORIENTING THE MAP USING FEATURES
Sample Class Outline and Key Points
Students need lots of practice with orienting maps, have
them orient the map every time they look at the map.
•
TRAPPING YOUR LOCATION
Why do we teach this?
Use features that are not going to change much in
Trapping a location is a particularly useful exercise when
our lifetimes, such as mountains, rivers, and tree line,
discussing takeoffs, landings, and any time students are
not trails, roads, buildings.
unsure of their exact location. A key element of RAD
•
The sun can be very helpful in getting the map
plans.
oriented approximately.
Sample Class Outline and Key Points
•
Before old features go out of view, orient the map
•
Use known landmarks and features to progressively
and learn new ones to use for orienting the map by.
narrow down the possibilities and
•
As you “land”, only careful
“trap” a location
map orientation and micro
I once set off on an all day orienteering
• Example: On the North
land mark reading will get you
course, through a clearing with old
American Continent, In the State of
in quickly.
earth moving equipment rusting away.
Colorado, West of the Arkansas
Late that same day, I walked into a
PREDICTING THE LANDSCAPE TO
River, East of the Continental Divide,
clearing… with a lot of old rusty earth
COME
moving equipment. It was six hours of
Approximately 1,200 ft. below tree
navigation resulting in an average
line, 9 miles NNE of Mt. Elbert, 4
Why do we teach this?
speed of exactly zero miles per hour –
miles West of Leadville, CO, ¾ mile
By predicting what is ahead,
an enlightening moment and the day I
south of the Sugarloaf Dam (on
navigation accuracy is constantly
decided to actually "thumb along" on
Turquoise Lake), and ¼ mile North
being checked.
the map.
of a power line = a description that
– C Barnes
Sample Class Outline and Key
traps you onto the HMI campus.
Obviously, you do not need to trap a
Points
location with this much big picture
This is a basic set of concepts that is reinforced
information when composing a verbal or written
throughout every hiking day. Introduce navigation
RAD plan.
terminology including handrails, stopping features,
•
Strive for three on the ground in the vicinity
takeoffs and landings.
features/landmarks plus one big picture map based
•
At map breaks look at the landscape and the map
landmark to trap a location.
and try to verbally paint a picture of what terrain you
COMMON SENSE NAVIGATION
will be encountering: “We’ll contour for ½ mile and
then should see Mt. Elbert to the south”; “Over the
Why do we teach this?
next mile, the canyon walls will get much steeper
The following common sense navigation points, in
and narrower.”
addition to points from the above classes, give students
•
Using the language of “handrails” and “stopping
heuristic guides that aid in navigation and staying found.
features” can give students both common language
Sample Class Outline and Key Points
and a common sense perspective for framing
navigation during the hiking day. “Let’s use this
Over the first few hiking days of an expedition introduce
stream as a handrail and this series of peaks along
the following points individually as they apply to
the ridge as stopping features.”
navigation and route finding throughout your day. On the
•
Emphasize the importance of trapping your location
third or fourth day during a break, debrief, or other time
carefully during both your “takeoff” (leaving camp)
have students brainstorm the common sense navigation
and “landing” (getting back to camp).
points that they have learned over the previous days and
•
If your predictions don't come true, then stop and
fill in the gaps with the points below that they do not
figure out where you are – don't keep moving!
mention.
The following items are good additions to the basic
navigation topics listed above:
•
•
•
•
•
•
•
•
•
38 - HMI WPG
Whoever is holding the map should also be
thumbing along at all times.
Always have a turnaround point that is unmistakable
and verbalize it to the group.
People hike slowly but no one hikes only one-third
of a mile in three hours.
Try to read maps from a point where it is easy to
identify major features (not in a dense forest).
Look at major features around you before looking at
the map.
Trust features like ridges, peaks and saddles; not trail
locations, water, and tree cover.
Keep track of major features throughout the day. Is
the Continental Divide still to my right?
Never assume “we must be…” of “we can’t possibly
be” particularly if you are basing these statements on
one or two features
It is everyone’s job to read maps and help the group
navigate from one “X” to the next. If anyone in the
group is confused or uncertain about why the group
is following a certain route, stop, discuss, and get
everyone on the same page.
COMPASS USE
Why do we teach this?
At HMI we rarely use compasses and deemphasize their
usefulness in an effort to have students use obvious land
features for basic navigation. An introduction to compass
use is typically taught on second expeditions and may or
may not include taking and following bearings (this is a
skill that can be useful in the canyons for crossing mesas).
Students should get a conceptual sense for how
compasses can be used so that after HMI if they plan trips
to places that are densely treed or prone to whiteout
conditions, they know what they need to learn in order to
navigate competently.
There are many ways to use a compass including using an
unoriented map and a compass as a protractor or turning
your map clockwise or counter clockwise. The method
currently taught at HMI is to use the magnetic north
arrow drawn at the bottom of a USGS map as a guide. We
have chosen this method because it is simple, be careful
not to confuse students by teaching them multiple ways to
take bearings.
Sample Class Outline and Key Points
The following class can either be taught in a large group
or in hiking groups sometime during a hiking day.
Introduce the following points through demonstration,
stop to have students practice orienting the map and
taking bearings from a map (groups of two or three
students works well for practice).
Parts of a compass
•
Teach students the parts of the compass as shown
on previous page.
Magnetic vs.True North Compass Reading and Bearings
•
The compass needle points to magnetic north (in
parallel with the earth’s magnetic field).
•
The earth’s magnetic field and true north and south
are not the same. The magnetic north pole is
somewhere near Hudson Bay in NE Canada.
•
The magnetic field moves slowly over time (1/4
degree or so a year).
•
The difference between magnetic and true north is
the “declination”, see the bottom of most maps for
a graphic display.
Orienting a Map with a Compass
Demonstrate the two steps pictured on the left.
Taking a Bearing From a Map
•
Orient the map with the compass.
HMI WPG - 39
•
Align the edge of the compass with your desired
route (make sure your direction of travel arrow is
pointed in the correct direction).
•
Rotate the bezel so that Red Fred is in the Shed.
•
Read and record your bearing. This is the bearing
you will follow (do not try to adjust for declination,
you have already done that!)
Following a Bearing
•
•
•
Set the bearing on the bezel.
Rotate the compass base plate (not the bezel) so that
“red is in the shed.”
Sight along the edge to a landmark (tree, rock,
person, or other notable feature). Hike to the
landmark and repeat.
Tips for Instructors
final destination?
-How will we know if we have gone too far?
•
•
After demonstrating the verbal RAD plan for the
first few days with increasing student involvement,
have students start giving verbal RAD plans on their
own.
A formalized written version of the verbal RAD
plan is often used when students are going to travel
independently of instructors on a more advanced
HMI course.
Tips for Instructors
Teaching The concept of RAD plans is difficult for some
students to grasp and takes patient coaching by instructors.
You are wasting students’ time if it takes them two hours
to write a basic RAD plan that is not very good.
Picture It can be good to draw a rough sketch of our
hemisphere and draw where the magnetic north pole is in
relation to true north to help students conceptualize
declination.
LEAVE NO TRACE
Utah Maps Some Utah maps do not have the magnetic
north arrow drawn on the bottom of the map, you can
easily draw it on the map in the field or on campus by
using your compass as a protractor.
HMI has the potential for creating a huge impact on the
environment if we do not dispose of our human waste
properly. Proper hygiene after pooping is important to
reduce risk of illness.
ROUTE AND DESCRIPTION (RAD) PLANS
Sample Class Outline and Key Points
Why do we teach this?
Peeing
The goal of teaching RAD plans in their various forms is
to help students to visualize where they are, where they
are going, and how they are going to get there. RAD plans
also help instructors see where the gaps are in student
learning of map skills. This exercise helps to connect
students to a place and gives them ownership over their
experience.
•
Sample Class Outline and Key Points
•
Learning RAD plans is a process that can take place
over one to three expeditions. A formal RAD Plan
Class is sometimes taught on campus that introduces
students to a formal written RAD plan.
•
After the first few days of an introductory
expedition when students have been introduced to
most of the basic navigation concepts and
terminology, introduce the concept of the basic
verbal RAD plan and demo it in your morning route
briefing before leaving camp for the day. This is
easiest to do in individual hiking groups and
shouldn’t take more than about 10 minutes.
The Questions to ask of a Verbal RAD Plan
-Do we have everything we need for the day?
-What are three points that confirm our starting location
(a couple if they are obvious)?
-How far is our route and over what type of terrain? How
long should that take us?
-What are the handrails and stopping features (where we
should look at the map) that we will use for the day?
-What are the major hazards that may be encountered?
-Do we have any alternate camping spots or alternate
routes?
-What are two or three reference points that will trap our
PEEING AND POOPING
Why Do We Teach This?
Choose a site away from water, away from camp, off
the trail, etc.
•
Pee on something that is already dead or on an
inorganic substance i.e. rock
How to Poop in the Woods
•
•
•
•
•
•
•
•
•
Tell a tarp group member that you are leaving and in
what general direction
Bring the trowel, collect TP materials on the way
(smooth rocks, sticks, pine cones)
Discourage use of leaves unless they know what it is
and that it won’t cause a nasty reaction
Choose a site at least 250 feet from water, away
from camp, off the trail, etc.
Dig out a 6x6” square plug then dig a 4-6” deep hole
(aka “cat hole”)
Do your business
Use your backcountry toilet paper (remember to
blot, not wipe!) and place these natural materials in
the cat hole (never bury store-bought toilet paper)
With a stick, carefully mix in soil as you back fill.
This serves two purposes. First, it breaks the seal on
the poop so that it breaks down more quickly, and
second, it reduces the appeal to wildlife. Would you
want dirt mixed into your snacks?
Replace 6x6” square plug, scatter sticks, duff etc. to
camouflage site, then do the step test (if you are
willing to stand on it and are sure that no poop is
going to squeeze out the sides, then you have done a
good job!)
Instructor Tips
Teaching Many instructors like to frame the intro to
pooping in the 6 Ds: Desire, Devices, Dig, Dump,
Disguise, and Disinfect.
LEAVE NO TRACE PRINCIPLES 17
40 - HMI WPG
Why do we teach this?
LNT, or “Leave No Trace”
minimum
impact
camping
techniques were developed to
encourage wilderness users to
protect the “wilderness character”
of
popular
backcountry
destinations. By leaving the
“minimum impact” on an area, a
higher number of wilderness travelers could use the area
and keep a feeling of a true wilderness experience. Leave
No Trace practices are also woven into the other classes
such as cooking, hiking, campsite selection and hygiene.
Sample outline and key points
Most simply, LNT can be taught as a set of seven rules to
be followed. A brief history and the basis of LNT can turn
the class from just a set of rules to a transferable principle,
making the term “town LNT” make more sense.
First, the brief history. In 1983, Outside magazine
wrote about the growing trend known as “no trace” or
“low impact campers” who give up toilet paper, ruffle
matted grass, and keep the wilderness cleaner than their
houses. By 1991, Leave No Trace became the official ethic
for pristine area land use. The basis for LNT comes from
the early 1970’s idea of a “sociological carrying capacity”
for wilderness users. In essence, since the wilderness
resource is largely perceived subjectively, there is a
carrying capacity (k value, similar to science) to the
amount of users an area can handle before it no longer
“feels” like wilderness.
The original principle for LNT was “Take only
photographs, leave only footprints.” LNT was sponsored
by the USFS, NPS, and BLM and gear companies similar
to Smokey Bear and Woodsy Owl. Since the introduction
of LNT in 1991, the program has created 7 principles to
follow. In many wilderness areas, each LNT principle also
has a regulation backing it (you can get a ticket for not
following LNT).
The Seven LNT Principles
1.Plan ahead and prepare
2.Travel and camp on durable surfaces
3.Dispose of waste properly
4.Leave what you find
5.Minimize campfire impacts
6.Respect wildlife
7.Be considerate of other users.
Skits and other performances for each principle tend to go
over well with students. Have small groups of students
present skits for each of the principles and brainstorm
how the principles apply to their trip.
Excessive micro trash or constant use of non-durable
surfaces can cause a drop in LNT score.
R I S K M A N A G E M E N T 18
The goal of the Risk Management curriculum is to have
students come away with the following enduring
understanding:
Life if full of risks; mindfully balance risks and rewards
The following basic concepts will help students reach this
enduring understanding (“mindfully” is the hardest part of
the enduring understanding and therefore stressed in these
basic concepts):
•
•
•
•
A similar version of these concepts could also be valuable
in guiding instructor judgment.
•
•
•
Tips for Instructors:
Pacing Many instructors like to do one LNT skit each
night, or to have the kids prep skits to demonstrate the
principles.
Transference Extending the “carrying capacity” idea by
reducing impact on Provin Grounds or other stores makes
a good lesson for “town LNT.”
Evaluation On evaluations, students generally get “3s.”
Think before you act. Many activities that have
great benefits also have risks; consider the cost
versus benefit of an activity or action before you get
started.
Don’t do stupid stuff. If something went wrong
what would your instructors or parents think of
what you are about to do? Is there a benefit to what
you are about to do? Use common sense.
Be an active follower. If you have a question about
how to mitigate the hazards of an activity, ask a
faculty member or apprentice or don’t do it.
Ultimately, you are the risk manager for the
risks you may face!
Mind the severe risks. Seek to understand the
basic mitigation techniques of the most severe
hazards of the environment you are in (think big
energy transfers that can severely injure or kill).
Don’t ignore annoyances like blisters, small issues
can become big problems.
•
Think before you act. Both in the moment and
when preparing for an expedition or activity. Many
activities that have great benefits also have risks;
consider the cost versus benefit of your actions.
Remember, being overly conservative and not letting
your students fail when appropriate could rob them
of valuable learning opportunities.
Don’t do stupid stuff. If something went wrong
what would other instructors, the Head of School,
or a student’s parents think of what you are about to
do? Would you be afraid to write what you are going
to do in the Log? What is the benefit of what you
are about to do? Use common sense.
New Environments New Activities Briefings.
Inform students of the hazards of new
environments and new activities. Give students tools
to help them mitigate these hazards. Students are
our number one risk managers; empower them
to ask for instruction if they don’t feel like they
know how to manage the risks of an activity.
Like the students, if you have a question about how
to mitigate the hazards of an activity ask a faculty
member, or don’t do it. Be an active follower, don’t
blindly follow other instructors.
Mind the severe risks. Seek to understand the
basic mitigation techniques of the most severe
hazards of the environment you are in (think big
HMI WPG - 41
briefed on how to travel alone in that type of terrain,
find an instructor before continuing.” Relate the to
the basic concepts of “think before you act”, “D2S2”
and “being an active follower.”
energy transfers that can severely injure or kill).
Don’t ignore annoyances like blisters, small issues
can become big problems.
This Risk Management section discusses some specific
classes, other Risk Management concerns are interwoven
throughout this document (Stove use, Staying Warm,
Avalanches (Winter), Flash Floods (Canyons), etc.).
Classes with a risk management component should
consider using the language of the enduring understanding
and the four basic concepts. Also see the Risk
Management Overview section of this document for other
resources.
HMI RM 101
Why do we teach this?
This class provides a ten-minute introduction to risk
management at HMI laying the framework for good
decision-making and the rest of the risk management
curriculum both in the field and on campus.
Sample Class Outline and Key Points
•
•
•
Introduce the HMI Risk Management enduring
understanding. Emphasize that we are not trying to
eliminate all risk but are trying to balance the costs
and benefit of potential activities or actions.
Introduce the HMI’s four basic concepts as they are
introduced in the introduction to this section. Use
examples as you see fit but keep it short and sweet.
Tell students that these concepts will be a theme
throughout their time at HMI both on and off
campus.
Have students recite the enduring understanding and
the four basic concepts.
NEW ENVIRONMENTS, NEW
ACTIVITIES
Why do we teach this?
We discuss hazards associated
with new activities and new
environments so that students
can understand and mitigate risks.
Sample Class Outline and Key
Points
•
•
•
Instructors should present students with a clear
opportunity to ask questions and clarify their
understanding of the hazards.
Tips for Instructors
Activities New to HMI Occasionally students will introduce a
new game or activity (such as doing doing backflips or
jumping on each others backs during a game) consider the
following:
•
•
Have the student talk thought the proposed activity
Ask the student to help brainstorm potential bad
risk management decisions around the new
activity/potential hazards
•
If it seems reasonable, have the student demonstrate.
•
Define parameters for the activity.
•
Define consequences for students if they violate the
parameters.
• If applicable, once you are back
on campus send an email to faculty,
Informing students regarding the risks
staff and apprentices defining the new
they face in participating in a given
activity.
activity is both common sense and an
institutional practice. The person most
likely to prevent a terrible accident is the
very person only moments away from
getting hurt. Our students are our #1 risk
managers.
-C Barnes
Typically we introduce the concept of new environments
new activities during the EL pre trip checklist. During the
EL checklist discuss the following points:
•
After the EL checklist NENA briefings should be taught
any time the environment or activity is new to some of the
students. An instructor should lead a clear discussion
about potential hazards and risks, both objective and
subjective. Include in “new environments new activities”
discussions about some common sense steps to mitigate
the hazard. It is important that students hear the hazards
listed by an instructor. It is not good enough to informally
list them in discussion format (although post discussion
wrap-up of the key hazards is a good practice.)
Have students brainstorm hazards. Discuss the
difference between environmental and human
hazards and how incidents occur when these
hazards overlap. Relate the basic concept of
focusing on the most severe hazards.
Instructors will strive to give you the tools to
mitigate the risks of new environments and new
activities (environmental and human hazards).
Tell students that if they are about to start a
potentially hazardous activity but don’t think they
have been adequately briefed by a faculty or
apprentice they should talk to an instructor before
starting the activity. You can use an example such as
“if you are considering scrambling up some rocks to
get to a potential campsite and you have not been
KNOWN LOCATIONS
Why do we teach this?
We teach known locations so that
students are less likely to get lost, so
we know where they are, and so they
know how to uphold this major
school rule during expeditions.
Sample class outline and key points
These points are introduced during the pre trip EL
checklist then reinforced throughout an expedition.
•
•
•
•
•
Around camp: tell your tarp mates where you are.
Going to the bathroom: tell a tarp mate (yes, wake
them up at night and have them hang a headlamp on
tarp).
Out of camp: talk with a faculty member, draft a
verbal RAD plan with them, and usually go with at
least one other person.
Between Camp Travel: hiking groups discuss routes,
one person marks the daily “X” for new campsites
on each LOD’s map.
At night students are expected to stay at their own
campsites. If there is a problem two students should
go together to the instructors tarp.
STAYING FOUND & IF LOST THEN…
42 - HMI WPG
Why do we teach this?
It is easy for students (and instructors) to get turned
around particularly in camp, returning to their tarps after
circle, or for instructors during tuck-ins.
Sample Class Outline and Key Points
The points relevant to life in camp should be covered
upon arrival to the first camp. Staying found while hiking
is typically integrated into the navigation classes,
discussions of pacing, or when you are making sure each
hiking group is self sufficient.
Staying Found
•
When possible travel with other students or
instructors.
•
In camp and when traveling between tarps or to and
from group meetings, have a general idea of cardinal
directions you are traveling, landmarks and how long
it should take you to get back to camp.
•
During the hiking day keep the map out, predict
what you will see, constantly develop a repertoire of
known landmarks.
•
Always carry your “possibles” bag.
•
If disoriented, STOP &THINK, drink some water,
have a bite to eat, look for landmarks, yell out a few
times.
If Lost Then…
•
•
•
•
•
•
If you don’t know where you are, don’t keep
moving! STOP! STOP!
Stay visible. If you need to spend the night, camp in
the open or by the trail.
If you hear noise then respond- no need to yell
constantly.
Make camp, get comfortable, have an LNT Fire, eat
food, drink water.
WAIT… eventually we’ll come looking (10am the
next day is the default time HMI begins to take
action re lost groups).
If lost for multiple days, expect search planes- be
visible from the air!
Tips for Instructors
Camp Location When possible, locate tarp sites along or in
an obvious feature such as a ridge or depression. Point out
major landmarks in camp to help students stay oriented.
Be particularly conscious of tarp site placement in rolling
aspen groves, or other nebulous terrain, as people tend to
get turned around in these areas.
FINDING LOST GROUPS AND INDIVIDUALS
This is not typically a class but rather it is a set of
guidelines for when a group does not reach camp or if an
individual is lost.
Group
•
•
•
Groups at the X devise a search plan one hour
before the freak time (retrace the route back to the
previous x).
At 10am the leader should call the EC, and then
depart promptly for the previous x. If you cannot
make phone contact, depart for previous x.
If you do not find the group upon reaching the
previous X consider alternate routes the group may
have taken, or drainages and trails the group may
have taken if they became lost. Devise a plan and
call the EC. If you cannot make phone contact,
consider other options for communication and
begin more advanced search.
•
The EC is likely to initiate external help if you do
not find the group by late afternoon of the first
search day.
Individual
•
•
•
•
•
Do a one hour search in the direction the individual
told you he/she were going (consult a map to decide
which drainages or trails he/she was likely to have
traveled down and consider natural features he/she
was not likely to have crossed).
Find out what the individual was wearing and
carrying with them, note location of clues if you find
anything.
Spread your group out within shouting distance and
search in the likely direction.
Call the EC if you have not found the individual
within one hour.
Take a photo of his/her boot print, bag scent item
for dogs.
BASIC FIRST AID
Why do we teach this?
Because we are typically camped a few minutes walk from
each tarp group, it is valuable for students to basic
guidelines for managing the first couple of minutes
following common emergencies.
Sample Class Outline and Key Points
Keep this class simple; 10 minutes should be enough time.
Don’t confuse students or dilute the basics with too much
added information.
•
•
•
•
•
Stop and Think First!
When in doubt, get the faculty
Falls: don’t move, comfort, seek assistance
Burns: stop the burning, put burned part in cold
water. The idea is to remove/stop the heat transfer.
Cuts & bleeding: direct pressure & elevation, seek
assistance
STREAM AND RIVER CROSSINGS
Why do we teach this?
River crossings can be a high risk activity in the
backcountry. It is for this reason that we typically
introduce basic strategies for crossing water on most
mountain courses. Our course areas in Colorado do not
have major river crossings and for that reason, we typically
do not spend much time covering this topic.
HMI WPG - 43
•
•
•
•
Sample Class Outline and Key Points
•
•
•
•
•
•
When crossing small streams and are contemplating
balancing across potentially slippery logs or making
leaps between rocks, it is almost always better to
walk through the stream.
Scout the site and consider the following: what’s
downstream, footing, depth (mid-thigh is typical
max for slow moving water, less for fast), spotter
placement
Wade slowly, side stepping (don’t cross feet) use the
in-line eddy method when appropriate.
Wear boots, loosen & undo pack harness, wade with
a stick or pole if you feel the added support would
be helpful.
Consider stopping to take off socks and insoles
before crossing. Wearing boots without socks will
help boots dry more quickly. This also reduces the
desire to run across the stream or try to keep feet
dry with risky rock hopping.
For shallow water, waterproofed boots and gaiters
usually keep feet dry.
LIGHTNING 19
Why do we teach this?
Lightning is one of the most deadly and sometimes
unpredictable hazards that we encounter in the
backcountry.
Sample Class Outlines and Key Points
Use the following points as an outline for a class on
lightning. Plan on doing this class in the first couple of
days if you are likely to encounter lightning on your
expedition. Bold bullet points are guidelines for mitigating
lightning risks.
•
•
•
•
Lightning is most common when you see rapid build
up, especially to tall anvil shaped clouds with dark
bottoms
Random strikes are entirely possible as lightning can
strike from six miles away; all we can do is attempt
to mitigate the risk.
Three kinds of “strikes” can affect people: Direct
Strike, Streamer Currents, and Ground Currents
(approx. ½ of all lightning injuries).
Sound travels at 328 m/s (1075 ft/sec) at 23°F at
9,843 ft. above sea level. This means 5 sec btw flashbang ≈ 1 mile away
•
•
•
When you hear thunder, assume lightning is
imminent, and begin tracking the storm.
Reduce risks by 1) timing your activities 2)
finding safer terrain 3) avoid free standing trees
4) avoid conductors (water, metal, tall items) 5)
assuming lightning position.
At 30 seconds between flash & bang or less
respond to the hazard proactively (descend to
more appropriate terrain, avoid free standing
trees & conductors)
When flash to bang count is 5 seconds (or
longer if it is clear you will not be able to reach a
less exposed are) spread out (within site and
yelling distance) and assume the lightning
position.
Lightning Position: Crouching on a pad or
sitting on a pack with feet close together or
touching.
When 30 minutes has passed since it has been
30 seconds between flash & bang you may enter
more exposed areas.
Respiratory arrest is a common result of being
stuck by lightning. Treat with rescue breathing.
Tips for Instructors
Lightning at Night If your group is camped below treeline,
instruct students to stay under their tarps and assume the
lightning position. If it is near the beginning, of an
expedition or your students have not encountered
lightning yet, an instructor should g around to check on
each tarp. Depending on your camp location and other
environmental conditions it may or may not be
appropriate to move your group to a more protected area
if you are camped above treeline.
Tracking Build-Up There is a spot in the log to track
“weather of note” this is a good place to track daily buildup to help you decide when and/or where you should hike.
STEEP AND EXPOSED TERRAIN
Why do we teach this?
We discuss steep and exposed terrain in courses where we
are going to be on steep slopes around loose rock or on
terrain that is 3rd class or above. These points will help to
raise student awareness and help them to mitigate
associated risks.
Sample Class Outline and Key Points
Use the following points as a guide when introducing
steep and exposed terrain. See the Canyons chapter for
canyon specific considerations.
•
•
•
•
Classes of Terrain: 1st class: flat trail/road; 2nd class:
rough terrain, boulders; 3rd class: steep climbing one
hand needed; 4th class: hands & feet scrambling with
exposure (significant risk of falling); 5th class: roped
climbing in which leader places protection.
If you release an object that could harm someone or
see one falling, yell “ROCK!” If you hear “ROCK”,
hunker into the face, or move to the side, protect
your head.
Avoid walking directly under other hikers if you are
hiking up a steep and loose boulder field.
If falling more than a body length is possible, some
system to mitigate risk of injury is required
44 - HMI WPG
•
(modeling and coaching, hand line, belay system,
trained & on-task spotter).
Students should stay one body length away from
drop-offs when standing, ½ body length when
sitting, looking over edge by lying flat on stomach
and peering over is ok. Students should be
supervised if hiking close to an edge is necessary.
SWIMMING
We do not go swimming as an activity on expeditions
although we do wade. Also see the crossing water section
in the Canyons chapter. Students on HMI expeditions are
welcome to wade in pairs or groups within the following
guidelines on HMI expeditions:
•
•
•
•
Shoes should be worn.
Avoid wading in fast-moving water.
No wading alone.
Steep and Exposed Terrain
BEAR CAMPING AND TRAVEL GUIDELINES
In 2011 there where several interactions between bears
and people in the Aspen and Holy Cross areas. While
there have been no know human/bear interactions in
recent years in the areas that we camp (the Sawatch
Mountain Range) HMI has developed a conservative
approach to bear camping and travel. The following
guidelines apply to many of the summer and fall
expeditions.
Food in Camp
•
While in camp, all food (and other scented items)
should be kept in the kitchen and in food bags.
If You Surprise a Bear on a Trail
•
Stand still, stay calm and let the bear identify you
and leave. Talk in a normal tone of voice. Be sure
the bear has an escape route.
•
Never run or climb a tree.
•
If you see cubs, their mother is usually close by.
Leave the area immediately.
If the Bear Doesn’t Leave
•
A bear standing up is just trying to identify what you
are by getting a better look and smell.
•
Wave your arms slowly overhead and talk calmly. If
the bear huffs, pops its jaws or stomps a paw, it
wants you to give it space.
•
Step off the trail to the downhill side, keep looking
at the bear and slowly back away until the bear is out
of sight.
If the Bear Approaches
•
•
A bear knowingly approaching a person could be a
food-conditioned bear looking for a handout or,
very rarely, an aggressive bear. Stand your ground.
Yell or throw small rocks in the direction of the bear.
If you’re attacked, don’t play dead. Fight back with
anything available. People have successfully
defended them­selves with pen knives, trekking
poles, and even bare hands.
COMMUNICATION
INTRODUCTION TO COMMUNICATION 20
Stamp: Incorporating active listening, being mindful of
body language and avoiding listening blocks are the key
elements of effective communication.
Proposed Progression: Traditionally, Intro to
Communication, SBI and VOEMPing are taught in
succession on the first expedition of the HMI Semester,
before tarp group mid-trip check in so students are set up
to communicate effectively to improve tarp group systems.
Why Do We Teach This?
Teaching these basic skills promotes positive, constructive
communication on expedition that will carry over to life
back on campus, and beyond HMI. By adhering to these
skills, we can become better leaders, friends, and students.
Sample Class Outline and Key Points
Begin by engaging the students in one of the following
activities:
•
Birthday lineup activity-students line up in order of
birth date without talking.
The Stick Activity
Give the students directions to
go and quickly collect six sticks.
The sticks should be about two
to three inches in length and
the width of a matchstick.
Break the students into pairs.
Have them sit back to back and
place their six sticks between their legs. The object is to
have one of the two people (A) build a two-dimensional
(i.e. cannot be standing) figure in front of him/herself.
Person A must then communicate to his/her partner (B)
how to build that shape. In the end both person A and B
will have the same figure in front of themselves
(hopefully). NOTE: Person A cannot build a house and
say, “Make a house looking figure” or make a square and
then say, “Make a square”. Use words like perpendicular
to, parallel, at ninety degrees, crossing etc. (i.e. NO known
shape vocabulary)
After debriefing what worked and did not work in the last
exercise have them go back and sit down with their
partners. They will repeat the same activity as before, with
one crucial change: Now only person A can speak. Person
B must complete the exercise without talking.
•
•
Discuss with the students what it feels like to have
some of their communication capabilities taken away.
Present the key concepts of Active Listening and
Non-verbal Communication. Have students give
brief examples of both. Consider planting a few
students before the class to interrupt and paraphrase,
slouch, etc to help to illustrate concepts.
Active Listening
Encourages and reinforces the speaker through prodding
("tell me more"), paraphrasing ("So what I am hearing
is…"), reflecting (focusing on the personal experience of
the individual you're talking with), and acknowledging
("That's really interesting"). Tip: These need to be genuine!
HMI WPG - 45
•
Impact: describe the impact the behavior had on
Non-Verbal Communication
Body language – including posture, hand gestures, eye
contact, facial expressions, and quality of voice – are all
contributors to high quality communication.
•
Present the concept barriers to good communication.
What does bad non verbal communication look like?
Introduce the following scenario (or one like it) then
discuss Listening Blocks.
Listening Blocks
Things that get in the way of our ability to listen well,
including poor body language, judging, identifying with
your own experience, advising too much, sparring or
battling, sarcasm and put-downs, derailing (changing the
subject), smoothing over tough topics, and day-dreaming.
Skit to bring it all home:
A member of your tarp group is unhappy with how the
meal situation has been going and wants to set up a
system to make things run smoother. One group-member
should be the concerned tarp-mate, while the rest of the
group members are given a listening block to act out.
Tips for Instructors
Teaching As you describe the main communication points,
provide memorable examples of each by using members
of the class. Feel free to demonstrate the wrong usage of
one of the skills, such as bad eye contact, and ask the
students whether lack of eye contact changed the
interaction.
Debriefing Activities can be debriefed by asking students:
What worked and what didn’t? Which element of
communication that we went over was missing? What was
it like when certain aspects of communication were taken
away (eye contact, ability to speak, etc.)?
Evaluation Evaluate student’s ability to use these
communication skills in mid-course tarp group check-ins:
is this person using non-verbal communication that
demonstrates that he or she is interested, engaged, and
respectful?
SBI FEEDBACK 21
Stamp: SBI Feedback is a model that encourages useful
and respectful communication between individuals.
Why do we teach this?
One of the keys to HMI’s strong community is the open
culture of feedback. The tools gained from this class are
the building blocks for more involved conflict resolution.
Sample Class Outlines and Key Points
This class is typically introduced by having two instructors
act out giving improper feedback using bad examples of
the points below. After the skit, review the three main
points from the intro to communication class followed by
To give feedback consider and articulate:
•
•
Situation: describe the actual situation (facts)
Behavior: describe the relevant behavior
you (and sometimes others)
Considerations Regarding Feedback…
•
•
•
•
•
•
•
•
Ask yourself: is your interlocutor in the space to
hear feedback? Or is he/she mad? Dehydrated and
hungry? In the middle of something? "Can I give
you some feedback?" This question does 2 things.
First, it is a warning to the recipient so you don’t
catch him/her off guard. Second, it gives the person
a chance to say no, I don’t want to hear it right now.
Come back to the person later if it is clear that they
are not in a good space to hear feedback.
Feedback should be…
o
timely, “6 weeks ago, you borrowed my
shirt and left a big stain on it…” is
probably not helpful. Give it or let it go.
o
constructive and solution based.
o
specific (you are a bad cook vs. this pasta
is bad because…)
Work together to come up with next steps (next
time, you might try boiling the water first).
Concentrate on a person’s behavior not their
character. Instead of saying “you are a jerk” consider
saying you act like a jerk when you call me names in
front of the group.
Be genuine and from the heart.
Make sure you give positive as well as constructive
feedback. If you get in the habit of giving feedback
(positive or constructive) it will be easier to do with
important matters!
You should solicit feedback--don’t just give it.
The only two responses to feedback are, “thank you”
or “I don’t understand.”
SBI FEEDBACK, 2ND EXPEDITION
Stamp: SBI feedback can take a wide range of forms to
encourage useful and respectful communication on a
regular basis.
Why do we teach this?
Many students interpret SBI as a narrow and contrived
way of giving and receiving feedback, yet effective
feedback is one of the most important things that students
should take away from their HMI semester. This class is
meant to reinforce key ideas around feedback, recognize
the nuance in giving effective feedback, and give students
more practice with it.
Sample Class Outlines and Key Points
• This class is typically introduced by giving an example
of subtle, everyday feedback. “Hey Janie, great job with
dinner! This risotto is delicious.” ; “Hey Johnny, when
you went off to poop without telling us where you
were going, we were worried about where you were.”
• Ask students -- is this SBI? Do they think SBI feedback
is a useful model for giving everyday feedback? There
may be some pushback, and it’s worth making the
point that lots of feedback doesn’t come strictly in that
form. That said, SBI is an effective way to make
potentially emotionally charged situations more
purposeful, doesn’t have to sound canned or
46 - HMI WPG
inauthentic, and gets at the heart of what makes
effective feedback effective.
• Acknowledge that, in many situations, it doesn’t make
sense to respond to feedback with “thank you” or “I
don’t understand” -- feedback often leads to a larger
conversation. That’s fine, but it’s important to avoid
becoming defensive or rejecting the feedback. Here are
some things to avoid:
The Three Horsemen of Poor-Feedback-Taking:
• “You’re wrong I rule.” Taking a piece of feedback and
disagreeing with it because you think the feedback is
unnecessary, is incorrect, or doesn’t apply to you.
• “You’re right I suck.” Taking a piece of feedback and
agreeing with it, but only by emphasizing what you did
wrong or what you perceive as your weaknesses, rather
than what you can do better in the future.
• ”Blame it on the rain.” Taking a piece of feedback and
blaming external factors rather than taking personal
responsibility.
• The class may end with a chance to roleplay the three
horsemen, practice SBI (including positive SBI) in a
more casual setting, or lead directly into a mid-trip
check-in.
VOEMPING
Stamp: VOEMPing is an effective tool for conflict
resolution when normal SBI is not productive.
Why do we teach this?
Conflict resolution through using the VOEMPing model
is the next logical step when initial steps to give SBI
feedback are not productive. Like SBI, this model is useful
in the field, on campus and the basic concept can be
carried back to students everyday life.
Sample Class Outline and Key Points
Like the SBI class, this model is best illustrated through
quickly modeling a conflict that develops and then
spending more time talking through and demonstrating
conflict resolution using the points below.
•
•
•
•
•
•
First define Conflict: difficulties between 2 or more
people which if unresolved, keep the parties apart in
some way.
Deal with conflict, don't avoid it. Conflict is natural,
okay, and even important.
Model for dealing is VOEMP- stages to manage
conflict (Don't go onto next until done with current
stage).
Vent: Say what is on your mind, expect to hear a
different version, paraphrase each other to clarify
meaning and “proof” the communication. No cheap
shots, avoid "you" start with "I" instead.
Owning & EMpathy: Own your share (there is
always a % for each of us), say what you do to
contribute to the conflict, put on their shoes and
empathize with their experience/feelings. Don't do
this until you are done with venting. Be honest, you
can't believe in your own total innocence.
Plan: Talk about how things will be different, Create
“next time notes” to prevent a repeat or minimize
the impact. Don’t guarantee/expect perfection. Be
very honest, plan together (or it won’t work). Don't
start planning until venting, owning, and empathy
stages are complete!
After you have done a demo, split the group into smaller
groups of three and give them scenarios they can use to
practice VOEMPing. The third person in each group can
act as a moderator. Come together for the end of the class
to discuss challenges and helpful strategies in each of the
scenarios.
MID-TRIP CHECK-IN
Stamp: Honest feedback to tarp mates can make a group
more effective
Why do we teach this?
This is a great way to have students practice giving
feedback in a structured, formal setting and to discuss
how the tarp group is functioning as a whole.
Sample Class Outline and Key Points
Draw the following grid on a portable white board for
students to re create in their journals. Ask them to come
up with a plus and a delta in the area of camp skills and
leadership skills for each of their tarp mates and for
themselves.
Name
Tarp
Mate
1
Tarp
Mate
2
Self
•
•
•
Camp
Skills
+
Efficient
in
kitchen
Camp
Skills
∆
Taking
initiative
Leadership
Skills +
Setting
up the
tarp
More
creative
meals
Motivating
the group
Camp
sweep
Bomb
Proofing
Org.
Navigation
Patient
Lead.
Skills
∆
Giving
Feedback
States
needs
Doing
work
for
others
Give students 10 minutes to complete their grid and
tell them they must fill in each quadrant.
Break into tarp groups with an instructor in each
group to observe and facilitate any hard
conversations.
Explain to students that this is a great opportunity
to give honest feedback in an attempt to make their
group stronger. For this reason, students should not
be hesitant or apologetic about the feedback they
give. Remind students that their only response
should be “thank you”, or “I do not understand.”
THE WATER LINE MODEL
Stamp: When a group is not performing, it is not always
obvious where the root of the problem lies.
Why do we teach this?
At times groups do not perform in the way you as
instructors had hoped. This model is used to get below
the surface to figure out the source of the problem and to
help move students toward the expedition goals.
Sample Class Outline and Key Points
1. Present the four levels:
HMI WPG - 47
 Structure (Goals and Roles)- Is there something wrong
with the vision, roles, goals, or expectations?
 Group Dynamics (Dynamics and Development)- How
effectively is the group functioning? What kind of norms
have developed? Who participates? Who influences? How
does the group communication? Are there issues around
gender, culture, or age?
 Interpersonal Level (Between 2 people)- Are there issues
with attitudes, beliefs, and perceptions? Do students have
tools and coaching to properly deal with conflict? Do they
know they can ask for help?
 Intrapersonal Level (Within an individual)- This level
affects the ways in which we act. It compromises values,
beliefs, assumptions, and the individual internal experience.
This level helps others deal with their self-awareness.
2. Have students brainstorm common problems
3. Discuss strategies for dealing with each level
COMMUNITY & EXPEDITION
BEHAVIOR (EB)
COMMUNITY STANDARDS AND RULES
Mentioned in the EL Pre Trip Checklist the HMI Rules
and Community Standards can be revisited as needed
throughout an expedition.
Major School Rules
The following actions
are not permitted
"What is the meaning of life?
during the HMI
There actually is an answerSemester:
All EB, All the Time."
1. Plagiarizing,
– C Barnes
cheating, or lying
2. Stealing or
borrowing without permission
3. Willful destruction of property
4. Use or possession of alcohol or drugs
5. Harassment, bullying, hateful or negative speech of any kind
6. Never Known locations
7. Sexual activity, specifically intercourse
8. Use or possession of tobacco products
If any of the eight rules is broken, the result could be a suspension or
expulsion. Students are also informed that HMI may suspend or
expel students for other reasons, including conduct or circumstances
we believe are detrimental to the HMI community and program (as
written in the student Enrollment Agreement).
Community Expectations
On campus, we have given students a list of guiding
principles that might help them understand what we hope
people will choose to do at HMI. Below are the points
that apply to expeditions:
•
•
•
•
Be Respectful of People, Places, and Things
Role model Integrity
Apply the Leave No Trace principles to all that you
do
Participate fully.
STAGES OF GROUP DEVELOPMENT
Why do we teach this?
This class helps students understand the typical
progression of group growth. By recognizing these stages,
a group can realize that it is okay to have arguments and
work to become a high functioning community both in
the field and on campus.
Sample Class Outline and Key Points
This is a good class to teach when a group starts to storm.
Break the group into four smaller groups and give them a
scenario in which they act out a group in each of the four
stages. After each skit, discuss the stage that they were
representing using the following points.
Forming
•
Group Behavior: Polite, superficial, individuals testing
for compatibility, confusion, anxiety, learning
comfortable patterns of interaction.
•
Group Issues: Discover similarities and differences,
sizing up group members.
•
Personal Issues: How do I fit in? What is expected of
me?
•
Leadership Tasks: Create a comfortable environment,
outline expectations, set standards.
Storming
• Group Behavior: Honeymoon is over, testing of
leaders, exclusive relationships.
• Group Issues: Define decision making processes,
allocating power and influence.
• Personal Issues: Sense of control, having influence,
sense of direction.
• Leadership Tasks: Communication and feedback
classes, address conflicts.
Norming and Performing
•
Group Behavior: Bonding, growth, teamwork, use of
individual talents.
•
Group Issues: Completion of tasks, productivity,
attainment of goals.
•
Personal Issues: Affection, caring, joy, trust.
•
Leadership Tasks: Let the group function.
Transforming and Adjourning
•
Group Behavior: Laughing and crying, re-living
through stories.
•
Group Issues: Evolve to a higher level or dissolve
group.
•
Personal Issues: Sadness at loss, joy in completion.
•
Leadership Tasks: Celebrate successes.
Conclude this class by asking students what stage they
think they are in and what it would take to get to the next
stage.
STANDARD EB CLASS 22
Why do we teach this?
Being nice to each other and helping others without doing
work for them is essential in any strong community.
Giving students the skills and examples of good
expedition behavior sets them up for success in the field,
on campus, and beyond.
Sample Class Outline and Key points
•
•
•
•
•
•
48 - HMI WPG
Begin this class by explaining that the success of an
expedition boils down to good communication and
the combined interpersonal skills of the team. No
mountain can be scaled, no river can be run, no
slope can be skied without the presence of positive
interactions, frequent communication, support and
respect.
What is EB? (Have students generate a list of words
that describe the parameters of EB.)
Examples of Good EB: Volunteering to cook in the
rain, helping to tidy up your tarp site, collecting
water, and much more.
Describe when and how the concept of EB breaks
down? (Have students generate a list of situations
for this.)
What strategies can we employ to resolve EB issues
when they arise? (Again, have students generate a list
here as well.)
Why do we even bother discussing EB? (Engage
students in a discussion.)
Tips For instructors
Activity Sometimes it can be fun to have students do skits
that illustrate good good and bad expedition behavior.
Review Consider when, during the course of an expedition
you review EB concepts. Mid course is a good time if you
have not had to revisit these concepts earlier. Take the
time to remind students of how important EB is, even
days after your official class. This will help drive home
your message.
Reinforcement Do not avoid discussing EB issues. They
have a tendency to fester and affect the overall success of
an expedition.
Role Modeling Role model good EB within the instructor
team. Remember: teenagers are always watching you.
SGT & E
Why do we teach this?
Students often lose sight of how they should prioritize
their actions. The SGT & E model gives them a simple
framework that helps them to realize that in order for
them to help the group they must take care of themselves
first. The other points are a logical extension of this
concept.
Sample Class Outline and Key Points
•
•
•
•
Introduce the idea that you have to prioritize what
you respect (take care of) the main areas being your
tools, the environment, the group and yourself.
Now tell students that they need to respect, protect,
honor, and care for the self to be able to respect the
group, tools, and environment. The order is
intentional and this concept governs nearly all
significant action we take at HMI.
Have students brainstorm what happens if you try to
respect these four things in a different order.
Discuss SGT&E in the context of Expedition
Behavior and doing desirable tasks for the group.
HMI WPG - 49
CIRCLE
Why do we have circle?
Circle is a place for an individual to express what is on
his/her mind and reflect on their experiences. Circle is
based on a Native American tradition. The group
empowers individuals to command the attention of all; the
power object is the manifestation and unbiased symbol of
this agreement. Consider the following:
Guidelines You must have the power object to speak. It is
expected that individuals will honor everyone present with
their mindful presence and attention to what is being said.
Circle is not a place to lie down; everyone should be on
the same level. Save the stargazing for after circle. Circle is
a forum to express your thoughts and not a place for back
and forth discussions. While circle questions and prompts
can be fun, don’t do them every night and consider
waiting until the second or third expedition to introduce
them.
The HMI Traditions Someone introduces the power object
passes it to the right or left. When it has gone all the way
around, place the power object in the middle. Anyone may
take the power object and speak and return it to the
middle. After a time, anyone may hold out his/her hands
to end circle (if someone would still like to speak, he/she
simply ignores this and reaches for the power object),
whoever brought the power object begins a pulse once
everyone is holding hands, once the pulse goes around,
circle is over. It is common to have circle every night of
an expedition.
REFLECTION
Students get to reflect on their experience during Debriefs
and Circle but it is also nice to give them other
opportunities for personal reflection. This may include
mentioning that when given the opportunity in the
evenings students may make
reflective notes in a journal, having
quiet times while hiking for students
to reflect, or scheduling structured
reflection time when students will be
given a chance to sit in a quiet place
and think or write.
SOLO
We have most student groups do a
Solo close to the end of their HMI
experience. Solo allows students to
reflect on their time at HMI.
Students are sometimes given a
reflective piece of writing to
complete while on Solo, for HMI
Semester students this is called the “Full Circle.” Below
are the basic guidelines for conducting solos.
•
•
Students are outfitted for the weather and location
as appropriate with food (required to take, not eat).
Overnight solos should take place in weather
conditions that are less severe than what students
have previously experienced with direct supervision.
Temperatures typically should be above 15 degrees
Fahrenheit
•
•
•
We learned to "lead" circle while working at
Deer Hill where the emphasis was always on
providing a venue for young adults to speak
their minds and to be truly listened to by
their peers. While "circle topics" have their
place from time to time, the very best circles
are the product of doing the work… which is
about waiting through many bland circles
while individuals and the group slowly rise
to a higher level of insight and sharing. This
is the path to the stunning circles that will
inspire everyone. Only a small portion of
circle is about your mindful contributions – it
is 99% listening to others with your
complete attention and an open mind.
Faculty and apprentices need to be mindful
of not over powering circle or over-steering
circle and truly letting it be a collective
forum. – M&C Barnes
Students are placed on Solo and know the location
of in-area faculty (typically a campsite or main
building when on campus)
Rock cairns are built (or flagging sticks put up) by
student in early AM, knocked over mid-morning by
faculty, built again at dusk, knocked over at sunset
by faculty. Faculty check on any student who hasn't
built a cairn as planned.
Faculty typically bring water to refill students water
bottles left by cairns.
HMI CAMPUS RE-ENTRY/ TRANSFERENCE 23
Why do we teach this?
This discussion gives our students the tools to deal with
the shock of leaving the backcountry and re-entering life
on the HMI campus or the "real" world.
Sample Outlines and Key Points
• Review past accomplishments
• Help students answer the
question, what is next?
HMI Semester or Summer Term 1st
Expedition
Brainstorm: Ask the students what
they think it will be like to return to
campus.
Relate to Group Development: Discuss
what stage of group development
the expedition group is going to be
at (transforming/adjourning) and
where they will be when back on
campus (forming, then storming)
Tips for Instructors
Reminders & Advice for Students
•
•
•
People can change in 2 weeks. Be open, supportive
of this change. Give all a second chance. Or a third
chance.
Listen as much as you share, if not more.
All expeditions were great. Don't be competitive or
find yourself one-uping the other groups. (Yeah,
50 - HMI WPG
well we climbed North Massive also, but it only took
us 5 hours . . .)
•
Be deliberate of the things you share. Remember to
place things in context. Remember that what you say
reflects on others and the group as a whole.
•
Be prepared to describe your expedition in one word,
one sentence, one minute, etc. . . Most people really
don't want a thirty minute recap of the trip.
•
Continue to live in the present. Don't spend all your
time reminiscing about the expedition.
Be proud: A great way to end the conversation is to remind
students of what they can be proud of. (We hiked for 14
days, covered 50 miles, summited 3 peaks, pushed mental
and physical barriers, lived simply, focused on the here
and now, supported one another, accomplished our
goals . . . )
Others cannot understand: It can also be useful to remind the
students that it is an impossible task to describe what it
felt like to watch the sunrise on top of a mountain, how
cold and wet they were, etc. Others will only be able to
understand their experiences partially.
HMI Semester 2nd Expedition
For the second expedition, this class can also serve as a
tool for helping students to objectively view their semester
and help them change direction if needed. Review the
outline of the first expedition class and cover what you
think is necessary. Then, direct the conversation as below
to help students get the most out of their semester.
Objective view of the semester: It can be useful to help students
look at their semester as a whole. Some questions to ask:
•
What was the semester like in the three weeks
between expeditions? (Ask for everyone's input)
•
If you were in my position, how would you describe
the semester to future semesters so far?
•
Fill in the blank. HMI (insert correct #) was a
___________ semester.
•
Were you past the storming stage yet? Were there
cliques?
•
Do you want to change this?
Encourage students to honestly and openly discuss what
they would like to see for the rest of the semester.
Encourage them to hold onto the friendships that they
have made in the field and not revert to their previous
groups.
Reminder that they are individuals: It is valuable to have the
last voice of the discussion remind students that although
they will leave a collective legacy, the teachers/faculty
remember them as individuals first and foremost. We care
more about the relationships we make with individual
students than how to describe a semester in one word.
HMI Semester or Summer Term Final Expedition
Quick Review: Have a student lead a short discussion about
what they need to remember as they return to campus.
Other types of backpacking/wilderness travel: Discuss how the
HMI system is just one way to be in the wilderness. You
can talk about how hiking the Appalachian Trail, canoeing,
day hikes, biking, riding ATV's, and other wilderness
travel are all available. The more this discussion draws on
your experiences and the students' experiences that are
different from the HMI system, the better. Students
should leave this part of the talk knowing that there are
lots of ways to be out in the woods, and they all have their
advantages.
Future of Wilderness Trips: When discussing the final
evaluation with students, it would be great to have a
discussion of what that student wants to do with their
wilderness experience. Help them to think about whether
they want to take personal trips, lead trips at a camp, do
trail work in the summer, or never go backpacking again.
This talk relates directly to our core value of transference.
Stand alone courses (HPA, Lake County Trip)
The format of this class should be similar to an HMI
semester first expedition. However, the group will not be
returning to campus, but to the real world. There are a few
things that should be added in.
Continue to live simply: Help students understand that one of
the great powers of the wilderness is the ability to live
simply. They can continue to do so in their lives, even if it
won't be the same.
Stay in touch: Students should be encouraged to stay in
touch with each other and HMI. They shouldn’t just
reminisce about the trip, but should let their friendship
grow and mature over time.
Find or make other opportunities: There are many places where
students can continue to explore the wilderness.
Suggesting other opportunities, including those at HMI, is
great.
Tips for Instructors
When to Teach This class should be taught on the last day
or night of the expedition and after a class on the stages of
group development. Generally it fits well before the final
circle on the final evening.
Dynamic Teaching Tips
•
A great way to introduce this class is to have the
students do skits about their expedition that are 3
minutes, 45 seconds, and 15 seconds long. This
helps them to appreciate and celebrate the things
they have done. It fits with the job of a leader in the
transforming/adjourning stage (according to our
stages of group development class) to celebrate
accomplishments.
•
The class is formatted to be a discussion, not a
lecture. It can be taught in other ways, however.
•
As you talk about different tips, it is good to have
example conversations so students can see what
subtle one-upsmanship looks like, for example.
Reinforcing Skills or Concepts Be sure to remind students of
this class on campus if they are not following the
guidelines of not dominating discussions, only hanging out
with their expedition, or continually one-uping other
expeditions.
HMI WPG - 51
LEADERSHIP
52 - HMI WPG
LEADERSHIP ELEMENTS
•
Take-Away “Stamp”
There are several elements that one must posses to be a
strong leader. HMI has chosen self awareness, influence,
and having an ethical compass as the key leadership
elements.
Why do we teach this?
We teach this so that students can identify traits typical to
strong leaders, understand the three "elements" of
leadership, begin to discuss why strong leadership is
important in group settings.
Sample Class Outline and Key Points
While we want to be consistent in using this model for
teaching leadership at HMI, please point out that this is
only one (of many different models) for what makes for
effective leadership; no one at HMI or anywhere else
claims that this is the "right" model. That said, one
advantage of this leadership model is simplicity. Though
best taught formally, this class can be short and sweet.
More important than the models or vocabulary is the
process of starting to think about leadership.
•
•
•
•
Ask students to think of someone whose leadership
they admire. Then solicit a short list of qualities
('traits and skills') that these people exhibit. Clarify
student input so that the list of traits is coherent.
Then, sort the traits into the three elements. This
can be done a number of ways and will vary with the
individual teacher's style.
Once the 'elements' and their corresponding 'traits'
are listed, clarify the difference. Traits are small
aspects of a given element, and one doesn't need to
exhibit every self-awareness trait to be a self-aware
leader. But, someone does need to have some level
of self-awareness to be an effective leader. (This
distinction between 'traits' and 'elements' will
become even more important later in the expedition
and the semester as we introduce leadership 'roles'
and 'styles.' Yes, there really is a difference.) Another
way of thinking about this is to explain that the traits
and skills are what we can focus on to improve our
overall leadership (i.e. it's better to say "I want to
speak up more in group settings and offer my
opinions more willingly" than "I want to be more
influential.")
Draw the diagram below. Focus in on the concept
that healthy leadership happens at the interaction of
the three elements.
Self
Awareness
Ethical
Compass
Influence
Why is good leadership important? Ask students to
think about what happens when a person in a
leadership position lacks one of the three 'elements.'
What impacts the group?
No Self-Awareness? > People will follow but they might
hate you (the "Super Driver"; the person who doesn’t
realize his/her leadership or impact on a group)
No Ethical Compass? > Group led to unethical choices
("toxic" leadership)
No Influence? > No one listens.
•
•
Have students give examples of traits and skills that
they can work on that are specific to being on
expedition or on campus.
Consider finishing the class by asking students to
think about what they think good leadership can do
for a group. Have them think back to what the
person who they thought of at the beginning of the
class helped them/their group to accomplish. Also,
ask them to think about what traits they would like
to cultivate in their own leadership and encourage
them (later) to set a personal leadership goal.
Tips for Instructors
•
Follow-up Use the terms introduced in this class
when mentoring and coaching students. A couple of
common examples include: “you seem to have a lot
of influence, make sure you are leading your peers in a
positive direction” or “you can be more self aware by
not dominating conversations.”
SMART GOALS
Take-Away “Stamp”:
Setting well-developed goals can help an individual or
group to reach or exceed expectations.
Why do we teach this?
Setting SMART goals help students set and achieve
meaningful goals during the expedition and on campus.
This class ties nicely to the Self Awareness sphere of the
Leadership Elements and the concept of Self Leadership
from the Leadership Roles Class.
Sample Class Outline and Key Points
ELs and instructor teams can determine how many goals
they want students to set for this expedition. Consider
having students set one or two goals in the first few days
and then revisiting/editing them three or four days later.
Give them a copy of their evaluation so that they can use
the language from the back when forming their goals.
•
SMART acronym: goals (group and personal)
should be Specific, Measurable, Ambitious, Realistic,
Timely.
•
Give students a couple of examples of appropriate
goals that fit this structure.
Also consider the following when making goals:
•
•
•
Differentiate between goals and expectations.
Following LNT, for example, is the latter.
Only set goals that you actually want to achieve.
Goals left unachieved or only partially met are a
great source for feedback.
•
HMI WPG - 53
Conversely, feedback is a great starting point for
goal setting for the second expedition or on campus.
Tips for Instructors
Reinforcement Do goal check-ins or discussions more than
just at the beginning, middle, and end of the trip. Strive to
make goals an everyday topic and theme.
Group Goals Group goals often use the SMART format,
See the Progression section for more strategies for setting
group goals.
Integration into Residential Life and the Academic Curriculums
The SMART goal format is often used during cabin
meetings to set goals for a cabins. In classes on campus a
teacher may use the SMART goal structure for students to
set goals for an individual assignment and/or for their
performance over the course of the semester.
LEADER OF THE DAY
Take-Away “Stamp”:
Being leader of the day offers practical leadership
experience and real problem solving opportunities.
Why do we teach this?
This class helps students understand why we have LODs,
understand LOD “systems” and understand their own and
others’ expectations and fears about this part of the
experience.
LEADERSHIP ROLES
Take-Away “Stamp”:
There are many ways to be a leader in all aspects of life.
Why do we teach this?
We teach this class so that students recognize that there
are many different ways to be a leader and that they
should be filling a leadership role at all times.
Sample Class Outline and Key Points
Introduce the following leadership roles and have students
brainstorm how these roles are filled on your expedition.
Fill in information that they do not mention.
•
Sample Class Outline and Key Points
Start with a brief overview of what LODs are and why
they are important. Be open about the fact that peer
leadership is challenging no matter how old you are.
Provide early assurance that the LOD experience happens
on a level playing field—everyone gets to be a LOD more
than once, safe environment to try new things, etc.
LOD Systems: Outline a typical daily progression,
emphasizing the role of the LOD.
•
•
Most of the time, there will be 2-3 LODs, and these
will have been chosen the night before.
•
Day starts with LOD Planning Meeting (can be
done night before) – LODs meet with faculty before
the early AM or during breakfast. Planning Meeting
includes:
LOD Planning Meeting
-Outlining management responsibilities: decision making,
splitting up hiking groups, managing group and individual
needs, delegating- map reading, time keeping, route
finding, etc.
-Selecting areas of personal development on which to
focus.
-Reviewing the day’s route.
•
•
During the day, the faculty are a resource .
Encourage students to talk to the LODs first, but
the faculty are a resource for the LODs, particularly
at the beginning of the course.
At the end of the day, the hiking group has a debrief
session to give each other and the LOD feedback.
Tips for Instructors
Debriefs See Course Progression section for information
about conducting debriefs.
•
•
•
Designated Leadership: The one with the title “LOD”
(or other). The designated leader is ultimately in
charge of the group, and the title acts as the
designator. Designated leaders should utilize group
members as they see fit to achieve group goals. This
is the person who is in charge of the overall
organization of the activity assigned to them (hiking,
cooking, etc...)
Active Followership: One does not need to be a
designated leader to demonstrate leadership. Strong
and active followership is essential for any group to
achieve its goals. Active followers should always
work for the betterment of the group by helping out,
giving input, and seeking clarity as necessary. Active
followers work closely with the designated leader
and, if truly "active," offer input on most, if not all,
decisions. Social loading theory says that there is a
tendency to not do your best when working within a
group. This is what active followership is trying to
combat.
Peer Leadership: Everyday living. Peer leaders see
something that needs doing and they do it without a
hierarchy asking/telling them to do so. “Leading by
example” is the common phrase for peer leadership.
A good peer leaders help a group member with tasks
without doing the task for that person. Initiative and
selfless-ness are key traits, and this style of
leadership is the epitome of good EB.
Self-Leadership: The hardest to define/pinpoint.
Leadership through character and judgment, not by
position held. Good self-leaders come up with
attainable SMART goals and attempt to reach them.
They also model excellent self-care and are leaders
by virtue of how they influence others through their
overall attitude.
Conclude this class by reminding students that they
should be in one of the leadership roles at all times.
DECISION MAKING STYLES 24
54 - HMI WPG
Take-Away “Stamp”:
Individuals and groups can make decisions in a variety of
ways. Choosing how to make a decision depends on how
quickly you need to make the decision and how involved
you would like the group to be.
Game Choice It is after dinner and the group can’t decide
between two games to play and it doesn’t seem to matter
which one you choose. Random Chance (Coin Flip,
RPS)
•
Why do we teach this?
There are many different ways that a leader can make
decisions. Giving students the decision making styles and
having them discuss when using different styles is
appropriate gets them ready to practice being more
conscious when making decisions as a designated or peer
leader. Ultimately this class will introduce students to
strategies that will help them to be a contributing member
of high functioning groups.
•
•
•
•
Sample Class Outline and Key Points
•
One at a time, introduce the six scenarios below.
Decision Making Scenarios
Emergency You have just learned some basic first aid
skills and one of the students in your tarp group pours
boiling water into their boot while draining pasta.
Directive
Break time You are the leader of the day and as you stop
for a break you are pretty sure you want to stop for 15
minutes because the group seems tired. You are thinking
about involving the group so you don’t seem too bossy.
Consultative 1 (almost decide, ask group for
confirmation)
Navigation/Not quite Sure When you stop for a break
you realize that you aren’t quite sure which way you
should go. You want to make the decision but realize the
groups input might help you make up your mind.
Consultative 2 (get group input then decide)
Dinner You have lots of food left in your ration but your
tarp group can’t decide what to make. Vote
Day’s Activity You are trying to figure out what to do for
your layover day activities and you want to make
everybody happy. Consensus
Not the Expert You are LOD on a day of independent
student travel. It appears that a student has dislocated
his/her patella. You have your WFA but one of the other
students has a WEMT. Delegate
Explain the situation and then talk about how if they
were the leader, peer leader, or active follower, they
might thoughtfully, efficiently, and realistically make
the decision.
During the discussion, have them guess what the
decision making style might be called then introduce
it. If they come up with another way to make the
decision that is ok, you can discuss how there are
different ways to make most decisions and introduce
the decision making style you were aiming for.
For each situation talk about how long the decision
would take to come to and how much group
ownership there would be for the decision. Place
time and group ownership on a spectrum (see
picture).
Now go back and talk about the variables of the
situation, group, or leader that would change the
decision making style, how long it would take to
make the decision, and how much ownership the
group would have
Summarize by reflecting on how the various
decision making styles are valuable in different
situations and how many small variables will dictate
your exact implementation of a decision making
style. There are few cookie cutter fits for given
situations but there are some general heuristics that
can be followed. Encourage students to use a variety
of decision making styles as a designated, peer leader,
and active follower.
Tips for Instructors
Teaching This is a good class to be covered during a
debrief in the first few days and these styles can be used in
subsequent debriefs to discuss how decisions were made
during the day.
Teaching Variation Introduce the scenario and the style
together (without them trying to guess what it is). Your
discussion will then be focused on associated variables of
a situation that will change the decision making style, time
involved, or level of group ownership).
INTRODUCTION TO ETHICS
HMI WPG - 55
•
Take-Away “Stamp”:
Good leaders lead towards ethical ends.
Why do we teach this?
•
•
•
Leadership is intimately tied to ethics, as ethics
underpin decision-making processes and outcomes.
There are different–equally valid–constructs from
which to approach ethical decision making.
The selection of one ethical framework over another
can (but does not always) result in different
decision-making processes and different outcomes.
Sample Class Outline and Key Points
Distribute an ethical dilemma for students to read before
class. Possibilities include: The Parable of the Sadhu, Mt.
Hallet, or The Case of the Speluncean Explorers
(provided below).
Introduce the following concepts:
Define ethics vs. morals:
•
Ethics is derived from the Greek “ethos,” or moral
character
•
Morals is derived from the Latin “mores,” or social
rules
Steps in making an ethical decision:
•
Recognize the ethical issue embedded in the
scenario
•
Get the facts
•
Evaluate different actions from different ethical
perspectives
•
Make a decision
Ethical decision-making frameworks (there are more,
these are just two big ones):
•
Utilitarian: concerned with practical benefits of a
decision (greatest good); ends justify the means.
•
Duty-based: focus on duties or moral obligations—
regardless of practical benefits
Debate ethical dilemma:
•
Ask students to think through the scenario and
chose one of three “camps”: side A, side B, “not
sure”
•
Give each side 5 minutes to confer then have side A
and side B present their argument in 3-5minutes.
•
Have “not sure”’s ask questions (2-3) of each side
then ask them if any of them would like to take a
side now—emphasize that leaders rarely get to
abstain from making a decision.
•
Have sides A and B prepare closing statements.
•
Debrief—analyze which types of ethical decision
making constructs were used in the debate
Recap:
Difference between ethics and morals.
What are two main ethical decision-making frameworks?
So what?
•
•
Leadership is intimately tied to ethics, as ethics
underpin decision-making processes and outcomes.
There are different–equally valid–constructs from
which to approach ethical decision making.
•
The selection of one ethical framework over another
can (but does not always) result in different
decision-making processes and different outcomes.
Getting away with Murder from Daniels School of
Business, University of Denver, Values Based
Leadership Course, Fall 2005.
Imagine that you are a Judge sitting on the bench of
the Supreme Court of Newgarth. Never mind, for
the moment, where Newgarth is or how you
became a Judge, sitting on the bench of this most
distinguished Court. But here you are in your black
attire all set to render a judgment in one of the most
bizarre cases you have ever heard. Consider, then,
the following variation of Lon Fuller's adapted
from Leo Katz' recounting of the tale in his Bad
Acts and Guilty Minds:
The Case of the Speluncean Explorers
The murder case that has come before the Supreme Court
of Newgarth presents problems that have not arisen
within anyone's memory and for which the dustier
volumes of the law reports offer few, if any, precedents.
The four defendants have already been tried and
convicted in the Court of General Instances of the County
of Stowfield for the murder of their travelling companion
Roger Whetmore. In accordance with Newgarth's very
succinct murder statute - "Whoever shall willfully take the
life of another shall be punished by death" - they had been
sentenced to death by hanging. They have appealed to the
Supreme Court where you now sit and it is up to you,
indeed all of you as Judges of this Court, to affirm or
reverse the trial court.
The four defendants and Roger Whetmore were all
members of the Speluncean Society, a group of amateur
cave explorers and archaeologists. In May the five set out
to explore the interior of a limestone cavern located in the
Central Plateau. While the five of them (three men and
two women) were probing the remote inner reaches of the
cave, a powerful landslide shook the area. A barrage of
massive boulders rained down in front of the cave and
blocked its only exit. Although physically unscathed, the
five explorers found themselves hopelessly immured in
the rubble, with little more than a meager supply of water,
wine, and dates to last them through the indefinite future.
The absence of the five explorers was soon noticed. Their
families grew alarmed and called on the secretary of the
society to undertake a search. It turned out that the
explorers had left at the society's headquarters fairly exact
indications of their whereabouts, and a rescue party was
immediately sent out for them. But freeing them proved
far from easy. The society's rescue party was no match for
the primordial boulders. Heavy machinery had to be
moved in from far away. A whole army of workmen,
engineers, geologists, and other experts had to be
assembled. Fresh landslides repeatedly intervened to make
working conditions hazardous and progress slow. Ten
workmen ultimately died in the rescue effort.
As the days wore on, the rescuers grew increasingly
anxious that starvation might kill the explorers long before
56 - HMI WPG
a passageway could be cut through the debris. Though
considered hardy souls, the explorers were known to have
taken only scant provisions along, and limestone caverns
rarely, if ever, contain any nourishing vegetation. On the
twentieth day, however, the rescuers learned by accident
that the explorers had with them a portable wireless
machine capable of sending and receiving messages. A
similar machine was installed in the rescue camp and
communication established with the imprisoned members
of the exploring party. The prisoners turned out to be
unexpectedly alert and remarkably rational and detached
about their predicament. Roger Whetmore, the most
experienced among them, did most of the talking. He
asked how long it would take to liberate them. The
engineers estimated it would take at least ten more days,
provided no new landslides occurred. Whetmore then
asked whether any physicians were present and was
immediately put in touch with a committee of medical
experts. He described to them with precision what was left
of the spare rations they had taken with them into the
cave. Taking turns, each of the prisoners then described
his or her physical condition. Finally, Whetmore asked for
a medical opinion whether they were likely to survive the
next ten days. Despite some initial reluctance to answer,
the committee chairman admitted that there was little
likelihood of that.
The wireless machine then remained silent for eight hours.
Finally, Whetmore's voice reappeared; he asked to speak
once more to the physicians. His voice unnaturally loud
and quavering ever so slightly, he inquired of the chairman
whether they would be able to survive if they ate the flesh
of one of their number. The chairman refused to answer.
When Whetmore pressed him, he finally agreed that they
probably would. Whetmore then asked if it would be
advisable for them to cast lots to determine who among
them should be sacrificed. The chairman again refused to
answer; this time he remained adamant. None of the other
physicians were willing to respond either. Whetmore
asked if there were among the party a judge or other
governmental official who could answer his question. No
one responded, not even the secretary of the society who
was in fact a justice of peace. Whetmore asked if there
were a rabbi or priest who would answer his question but
no one stepped forward, although a priest had only
recently performed the last rites on a dying workman. The
wireless machine then went dead, and it was assumed erroneously as it turned out - that the batteries had been
exhausted.
Conscious that time was running out, the rescuers speeded
up their efforts. They took risks they would ordinarily
have avoided; as a result six more workmen were killed by
another unexpected landslide. Eight days after the
exchange with Whetmore, they finally laid bare the cave's
exit. Four of the exploring party (two men and two
women) were still alive, although close to expiration. The
fifth, Roger Whetmore, was dead. His skeletal remains
told most of the story, but the survivors made no secret of
what had happened. On the twenty-third day of their
captivity the defendants had killed and eaten their
companion.
Ironically, Roger Whetmore had been the first to propose
such a sacrifice. Not only would this ensure that at least
some of them survived, he said, but even the victim had
reason to be grateful for being spared the agony of a slow
death by starvation. He for one, should the lot fall on him,
would prefer it that way. Although at first repelled by the
idea, his colleagues acquiesced in Whetmore's proposal
when they heard the dire predictions of the medical
experts. Whetmore happened to have a pair of dice with
him, hence that was the method adopted for choosing the
victim. The roll went against Whetmore.
The defendants were treated at length for malnutrition
and shock and finally were put on trial. The trial was one
of the least contentious in Newgarth's history, since there
was little disagreement on the facts. Still, the jury
deliberated for a long time. At one point the foreman - as
it happened, a lawyer - asked the court whether the jury
might be allowed simply to issue a special verdict finding
all the facts and leaving it to the trial judge whether under
those facts the defendants were guilty. Both sides agreed
to this proposal; and the court acquiesced. Then, having
examined the jury's rather unsurprising findings, he held
the defendants guilty of murder and, as required,
sentenced them to death. This done, the defendants'
attorneys immediately filed an appeal and the case has
now come before the Supreme Court and before all of
you.
Are the defendants guilty of murder? What do you think?
Write your verdict, guilty or not guilty, on a piece of paper.
Do not show it to your fellow Justices. Fold it and keep it
in a safe place. Part of the point of jotting down your
initial response is to see if it remains the same after you
have discussed the case with your fellow Justices. Once
everyone has jotted down their verdict, it may make sense
to take a quick poll to see where everybody stands (or sits,
as the case may be) and to take polls at regular intervals
throughout the discussion. Before a poll is taken, it is still
useful to ask each member of the Court to jot down his or
her verdict before a poll is taken so that no one is
influenced by one or another Justice's change of mind.
At this point you may wish to discuss among yourselves
whether you believe the four defendants ought to be
found guilty of murder or whether you think their action
was in some sense justified or ought to be excused. What
are the grounds for your thinking the way you do?
The stricture "Thou shalt not kill" might lead a reader of
the Ten Commandments to conclude that the prohibition
against killing was absolute and permitted no exceptions.
"Thou shalt not kill" is not accompanied by a list of
exceptions or a description of those circumstances under
which killing might be justified. There are, however,
exceptions to the prohibition of murder in the criminal
law. The two most obvious exceptions to killing in the
criminal law are self-defense and the insanity defense. Is
there any reason to think that the defendants in the
Speluncean Case ought to be acquitted on either of these
grounds? Might some argument be made similar to the
argument of self-defense or on the basis of an analogy
with the argument of self-defense on behalf of the
Spelunkers? Why won't an argument of self defense or of
temporary insanity work?
MY PERSONAL ETHICAL COMPASS
HMI WPG - 57
Why do we teach this?
•
•
Articulating a personal ethical compass will give
students a more concrete picture of what they think
and who they are, or want to become.
Distinguishes between having to be good and wanting
to be good.
Sample Class Outline and Key Points
Introduce why we teach this and ask students what they
think.
Reflect on introduction to ethics: ask students to think
about the decisions they made, how you made them, and
which ethical decision-making approach or framework
resonates most with them.
Describe the Ethical Compass:
•
Focus on “True North,” one’s innate sense of right
and wrong.
•
Spend less time on the other “directions” of the
compass. Mention those in more simple terms, such
as “personal interests,” “social influences,” and
“greater purpose/religion/spirituality.”
•
How does your personal True North play into this
basic decision-making process? Where does your
personal investment in right and wrong fit in that
process? Is it a part of each of those steps, or is it a
separate step?
Activity: Creating Your Personal Ethical Compass:
•
•
•
•
Students reflect on their personal True North and
the factors that influence it
Students create a physical representation of their
own Ethical Compass (this can be done as a drawing,
in written format, or in a visual format using objects
found in the field)
While they do this activity, students should come up
with one rule/standard/expectation at HMI, their
school, home, or elsewhere in their lives that they
follow just because it is expected. Using their own
True North, they should consider why or why not
they are personally invested in this rule or standard.
How can they act according to their own True
North.
After 30 minutes, the group will reconvene and
debrief the process. An opportunity will be given
for sharing personal influences/insights with the
group.
LEADERSHIP GRID 25
Take-Away "Stamp":
People inherently prefer certain leadership styles over
others. Recognizing your style preferences improves selfawareness and can help you become a more effective
leader.
Why do we teach this?
To provide students with another construct for talking
about leadership styles/preferences; to provide multiple
models and "frames" through which to explore leadership
in the hope that each student will find a model that works
for him/her.
Sample Class Outline and Key Points
Introduction
We teach the Leadership Grid in order to develop a
common language so that we can explore this amorphous
concept in discussions and while giving feedback. This is
one model of leadership. This is not the only model and
doesn't represent all that leadership entails. It is not
designed to put people in a box and claim that they are
one type of leader or another, but rather to shed light on
our natural tendencies, strengths, and challenges as a
leader; doing so allows us to adapt and change strategies
when necessary. It also helps us understand the natural
tendencies of others and therefore work effectively with
them.
Activity Step 1 – Getting into Quadrants
Set up a horizontal axis and a vertical axis using a rope,
sticks, or ski poles. See the grid at the end of this class
outline so that your grid is set up correctly. Imagine the
horizontal axis as a continuum:
•
•
On one extreme are those individuals who are
motivated by big-picture personal ideals. These
leaders are often visionaries whose actions
reflect a coherent set of values, principles, and
convictions that don't often change; they are
not afraid to voice their opinion and keep bigpicture goals (external to the group) in mind
when making decisions. We might say these
individuals are value-oriented.
On the opposite extreme we have those
individuals who are attuned to group needs.
These leaders often come into a situation with
an open mind, ready to accept the best ideas
of others as long as they contribute to the
welfare of the group. Rather than focusing on
extrinsic goals or ideals, these individuals take
care of the smaller details that are essential to
the overall group function. We might say that
their leadership is people-oriented.
Please place yourself at one end of this continuum – the
place you think best describes your comfort zone or
where you might naturally reside without effort. Although
the situation will obviously determine to some extent
where you place yourself, try to think about where you are
most often. (And no standing in the middle – that's too
easy!) Okay, now let's have a look at the vertical axis.
Once again we have a continuum:
•
•
On the far extreme, we have the individual who
tends to lead with their head. These leaders privilege
rationality and like to weigh the costs and benefits of
their options with a degree of objectivity. Others
might describe these individuals as "cool,"
"deliberative," or "logical."
On the opposite extreme, we have those individuals
who tend to lead from their heart. These leaders
tend to trust their intuition and "go with their gut"
when making decisions. They are often emotionally
invested in their choices, and others might describe
them as "passionate," "fiery," or "spirited."
58 - HMI WPG
Without moving your position on the horizontal axis, I
want you to now place yourself where you feel you would
most naturally land along this head/heart continuum.
Although all of us use a combination of our heads and our
hearts while making decisions, try to align yourself with
the side of the continuum that comes to you most
naturally. Remember that this is an exercise in leadership
and is not intended as a judgment on your character.
Decision Making Privileges
Logic
People-Oriented
Value-Oriented
Decision Making Privileges
Emotion
HMI WPG - 59
Activity Step 2 – Brainstorming Traits and Tendencies
Now that we've all placed ourselves in one of the four
quadrants, let's take a minute to brainstorm some of our
tendencies and natural inclinations as leaders. With the
other individuals in your quadrant think about two things:
what are you, collectively, really good at in leadership
situations (what sorts of things are you comfortable
doing)? And, what do you as leaders collectively struggle
with (specific situations or decisions, urgency, building
consensus, etc.)? After students have a few minutes to
brainstorm, go around to each quadrant and have the
groups share. Notice how evenly (or unevenly…)
distributed we are throughout these quadrants!
Activity Step 3 – Looking at Each Quadrant
Great! Now let's look at some of the leadership tendencies
that we may have left out in our brainstorm.
•
•
•
•
Let's start with the upper right quadrant: these are
our "Drivers" (read from quadrant description).
Now on to the upper left quadrant and our "Analyst
/ Architects" (read from quadrant description).
Next to the lower left quadrant – these are our
"Relationship Masters" (read from quadrant
description).
And finally, we have our "Spontaneous Motivators"
in the lower right quadrant (read from quadrant
description).
Based on the explanations of the quadrants, do you think
that any of the other students should be moved? Where
might you place your instructors in these quadrants? Do
you agree or disagree with your new quadrant? Does
anyone want to move themselves now that we have had
some time to think through the tendencies and
explanations of each quadrant?
Once again, this leadership model is not entirely
comprehensive; it is just another tool to add to our
leadership toolbox that we carry with us through the
backcountry and beyond. It provides us a common
language so that at the end of a long hiking day we can
reflect on leadership choices and decide how we can be
even more effective in the future. It helps us expand our
circle of self-awareness and can ultimately provide us with
more credibility and influence within a particular group.
Analyst /
Architect
Do these descriptions sound accurate to those of you who
placed yourselves in each quadrant? Why or why not?
Activity Step 4 – Situational Leadership
Leadership is situational, and each of these quadrants is
most effective when dealing with certain situations or
scenarios. Solicit some examples from students: what
would be a situation to which each quadrant would
respond particularly well? (Drivers getting a group
through a lightning storm, Relationship Masters dealing
with group conflicts on a layover day, etc.)
While each of us has a “home base” in which we feel
comfortable making decisions, we are all capable of
moving around from quadrant to quadrant and
incorporating different styles into our leadership. In fact,
another way of thinking about the grid entirely is to
imagine that the whole square is one person’s leadership,
with each quadrant growing larger or smaller depending
on that individual's preferences and inclinations. Once we
understand these preferences – as well as the range of
leadership possibilities in a given scenario – we become
more self-aware, intentional, and effective leaders. In
addition, knowing the natural preferences of others in our
group can help foster a cohesive expeditionary
environment and make delegating leadership
responsibilities much easier.
Activity Step 5 – Perceptions of Others and Wrap Up
How we perceive ourselves does not always correspond to
how others see us. One of the greatest tools we can rely
on to understand and develop our leadership is the
feedback of those who know us best – so let's ask our
peers and instructors for their input!
Relationship
Master
Driver
Spontaneous
Motivator
Driver
Emphasizes action and directive function
+ information and opinion providers
+ decision making is easy
+ often the keeper of the vision in a group
+ great at taking a stand, being direct, and making things
happen
+ usually not shaken by critical feedback
∆ will rush to conclusions as indecision drives them crazy
∆ sometimes decides without outside input – can step on
toes
∆ can make mistakes without adequate information
∆ can appear impersonal or lose connection with their
group
∆ prone to "over leading"
If a group lacks drivers, they must collectively assume the
driver functions or they may fail to meet far-reaching
goals. Mature drivers are non-reactionary individuals with
the ability to move between quadrants and ground the
group. Immature drivers can appear egotistical or insist on
an overly rigid group structure; such individuals are prone
to turf battles and deny their peers autonomy as well as
opportunities for collaboration within the group.
-When dealing with drivers, be as direct as possible.
60 - HMI WPG
Analyst / Architect
Emphasizes meaning and conceptual understanding
+ information and opinion seekers
+ good at analyzing and processing observations
+ prefer to make decisions based on facts
+ want as much information as possible before making a
decision
+ come up with seemingly off-the-wall solutions that
work
+ translate feelings and experiences into data and ideas
∆ can be slow at making decisions or bogged down by
facts
∆ prefers to approach one decision at a time and may
leave most decisions to others
∆ can appear uninvolved or uninterested in group tasks
∆ occasionally prone to unrealistic ideas and losing
themselves in their own world
Analyst / architects are an essential component of the
group, though often a minority. If a group ignores the
insights of these individuals, it misses out on the learning
that comes from observation and analysis; the group may
also miss insightful processes or alternative ways of
viewing a situation. Too much of this style, however, and
the group may not accomplish much, as their constant
analysis, discussion, and laissez-faire attitude may allow
opportunities to pass.
-When dealing with analyst / architects, honor their need
for information but also ask them when or how they will
decide, or allow them to delegate leadership.
Relationship Master
Emphasizes caring and interconnection
+ excellent at building and sustaining community
+ works well in a team
+ great at building rapport, consensus, and commitment
+ seeks feedback
+ encourages others; supportive and good at giving praise
+ high regard for others' wishes, viewpoints, and actions
∆ may not take an unpopular stance if it risks a
relationship
∆ emphasis on preserving relationships can put group at
risk in certain situations
∆ privilege human connection over tasks and timely
decision making
∆ can forget or downplay their own needs to the
detriment of the group and themselves
A group cannot have too much caring and respect; they
are essential for a successful expedition. As leaders,
relationship masters are powerful when they have the
ability to step into other quadrants while still attending to
group needs. If this is the only style, however, the group
may not take risks or make decisions to get moving
forward. The group also might avoid conflict to the extent
that there is a lack of genuine connection, productive
disagreement, or innovation.
-When dealing with relationship masters, ask them to be
specific in outlining expectations and encourage the
exchange of critical feedback.
Spontaneous Motivator
Emphasizes emotional stimulation
+ voice their ideas and supply the passion to follow those
ideas
+ possess a sense of mission or vision
+ great at motivating people; energizers
+ thrive on energetic dialogues with other group members
+ often rise to meet the challenges of a situation
+ can be the catalysts for group function
∆ emotionally bound or overly attached to their ideas
∆ struggle with objectivity and deliberative decision
making
∆ create an emotionally-charged environment if quick to
challenge or confront others
∆ sometimes have a hard time getting excited about the
ideas that aren't their own
Spontaneous motivators are the light bulbs or lightning
bolts of a group; they bring the energy and light that
allows the group to sparkle, create, produce, and excel.
Mature motivators are most effective when able to check
their emotional investment in decisions (detachment).
When present in excess, this style can contribute to an
overly-reactive group; immature motivators can also be so
passionate about their ideals that they lose touch with
other realities. Many charismatic leaders come from this
quadrant (…as do the leaders of many cults).
-When dealing with spontaneous motivators, know your
own stance or position and don't be afraid to voice it; also
have them provide concrete examples to back up their
viewpoints.
HMI WPG - 61
GENDER AND LEADERSHIP
Objectives:
•
Students will understand that gender is not a
binary term, and gender norms are socially
constructed
•
Students will consider how gender
stereotypes/norms are associated with
leadership stereotypes/norms, which all work
to influence our perceptions of effective
leadership.
Why do we teach this?
HMI's diversity statement – "HMI strives for diversity by
honoring the differences of each member of the
community. We seek to build a community that represents
ethnic, socioeconomic, and geographic diversity and that
brings a diversity of experience, background, talent,
and perspective." In order to honor differences and
diversity, we need to better understand these differences
and how our own worldview and stereotypes influence
our perceptions of differences. One of the hallmark
student outcomes of an HMI program is leadership
development, thus we should be mindful of what type of
leadership HMI promotes and how this may or may not
privilege some people over others. The purpose of this
lesson is to begin reflecting on how gender and leadership
are socially constructed in our society, which privileges
certain norms for both. As a result, we may be excluding
others who do not fit into the norm.
Lesson Outline: this lesson is discussion-based. However,
it is important to be aware of the sensitive nature of the
discussion and ensure that everyone feels there is safe
space to voice his or her ideas and opinions.
I.
•
•
Male/Female Activity
On a white board, draw a large enough figure
of a man and a woman and ask students to
brainstorm traits or descriptive terms for each
gender. As these traits are listed, choose to put
the word inside the person or outside
(denoting whether this trait characterizes the
norm represented by the gender or not).
o
Students might come up with the
following words for man – strong,
leader, dad, hard worker,
protective, athletic etc.
o
Students might come up with the
following words for woman –
mother, nurturing, beautiful, kind,
etc.
Now, ask students what happens to a person
when they have a trait that does not fit into the
box labeled "man" or "woman"? How are they
treated in society?
II.
Introduce the concept of gender 1
There are four dimensions of gender:
1. Natal Gender or assigned gender 2
Male
Intersex
Female
2. Gender ID – How you feel on the inside:
Male Neither/Both Female
3. Gender Expression – how you present yourself:
Male Beyond
Female
4. Sexual orientation:
Women Bi-sexual
Men
It is important to note that gender is NOT absolute and
gender is NOT binary – you can go vertically down the
line (which represents social norms), or you can zigzag
through these dimensions.
III.
Gender and Leadership Discussion 3
Now, go back to the original brainstorm of male and
female traits.
•
Individually, or in groups, ask students to
brainstorm a list of qualities that they think a
good leader should possess. Write up these
qualities on the board.
•
Are there particular leadership traits that seem
more masculine or feminine? Circle these traits
and identify if there are more "masculine" type
words or "feminine" type words. What does
this indicate about our culture/societal view of
leadership?
•
Ask students to think about whether there
exists a "masculine" style and "feminine" style
of leadership. (One way of thinking about this
is a “masculine” style tends toward assertive
and task-based behaviors, while a “feminine”
style is more relationship oriented and
“democratic.” Additionally, Cummings noted,
men tend to take greater intellectual risks and
have higher self esteem, whereas “women are
coping” and tend to be more efficient when it
comes to solving problems. Men tend to be
more task-oriented while women take on a
more interpersonal style).
•
Introduce the concept of role congruity – "the
expectation that a person will act a certain way
based on his or her gender."
•
What are the consequences of this, i.e. when
there is role incongruity? "When someone
does not meet that expectation, perceptions of
leadership ability can wane, regardless of the
leader’s actual effectiveness. Moreover,
1 NOLS Faculty Summit, Gender and Leadership Workshop
https://www.youtube.com/watch?v=khKtGWG0vMM
Over 1% of the population displays some androgynous sex characteristic "How common is intersex? | Intersex Society of North America". Isna.org.
Retrieved 2009-08-21.
3 Information and quotes from
http://knowledge.wharton.upenn.edu/article/the-masculine-and-femininesides-of-leadership-and-culture-perception-vs-reality/
2
62 - HMI WPG
•
research shows that of the people who emerge
as leaders in a laboratory setting — where men
and women come together without knowing
one another — male leaders are judged more
effective than women leaders. 'That’s the scary
part: Men and women can exhibit the same
results and accomplishments and the
perception of their effectiveness is different.'"
Wrap- up – how can we address some of these
challenges posed by socially constructed
genders and ideas of leadership?
Other Resources:
1.
"The Gender Divide and Traits of Effective Leadership: Who
Comes Out On Top?" by Lydia Dishman.
http://www.fastcompany.com/3030754/the-future-ofwork/the-gender-divide-and-the-traits-of-effective-leadershipwho-comes-out-on
2.
Pew Social Trends (2015), "What Makes a Good Leader and
Does Gender Matter?"
http://www.pewsocialtrends.org/2015/01/14/chapter-2what-makes-a-good-leader-and-does-gender-matter/.
Interesting statistics on perceptions of leadership and whether
highest ranked qualities fall into one gender or the other.
3.
Gender Differences in Leadership Style and the Impact
Within Corporate Boards. Gita Patel.
http://www.cpahq.org/cpahq/cpadocs/Genderdiffe.pdf
HMI WPG - 63
PLACE BASED NUGGETS- MTNS
INTRODUCTION TO SENSE OF PLACE 26 27
Why do we teach this?
As a part of the HMI Core Values and Enduring
Understandings, HMI strives to develop student
relationships with the natural world through community
and place based education. By developing personal
relationships with the natural world through backcountry
travel and exploration students are connecting to places
they visit and subsequently learning how to connect to
other places throughout their lives. One way we can do
this is by fostering a deeper sense of place between the
students and the places they live in/travel through not
only here at HMI but throughout their lives. Sense of
place is a way for students to use their experiences as
educational tools.
Whether or not we teach this as a formal class, we are
connecting students to places. A formal introduction may
help students recognize “how” they are connecting to
places while here at HMI and as they continue on in life.
Sample Class Outline and Key Points
This class can be taught in three sections, starting with an
activity helps students to think about how and why they
connect to places. If you are not teaching a class you may
find this information a useful resource that may inspire
informal discussions with students.
Activity
•
•
Describe a place you feel connected to – why do you
feel/think you are connected to that place?
Describe a place that you would fight for. Why?
Molly Baker’s Four Levels of Landfullness
• Being Deeply Aware
Where am I?
What’s around me?
Who is around me?
• Interpreting Land History:
Natural & Cultural History
How has this land changed over time?
What & who have lived here in the past?
How did they relate to me?
• Sensing Place in the Present
How is this place unique?
Who lives/passes through this land now and
what is their relationship to it?
What does this place mean to me?
• Connecting to Home
How can this place link to other
landscapes & experiences with land?
When does the land become home?
When does home become the land?
Defining Sense of Place
A sense of place is developed through an individuals’
deeper understanding of the land and their role within it.
By fostering an ongoing relationship between the students
and the land, we can help them to understand the idea of
traveling “with and in the land” rather than “traveling
through the land.” In Molly Baker’s article “Landfullness
in
Adventure-Based
Programming:
Promoting
Reconnection to the Land” she references Aldo Leopold’s
idea of “Landlessness vs. Landfullness.” According to
Leopold, landlessness means, “the literal loss of places
wild and free; and the figurative loss of our collective
awareness of, and admiration for, the land.”
By engaging students in the natural world around them
and connecting them more deeply to the specific area they
are in so that they aren’t just traveling through “Anywhere,
USA” or “Any Woods USA.” (Baker, 2005). By fostering
a sense of place among students they may realize a sense
of belonging to the land so that inevitably they will stop
seeing the land as a separate entity, and instead relate to it
as a part of who they are.
Fostering Sense of Place at HMI
There are many ways that we foster a sense of place at
HMI here are a few of them:
•
Through intentional exploration of our own
interactions with, and relationship to the land.
•
By increasing student’s knowledge of the area
around them culturally, historically, and naturally in
classes: History, Science, P&P, Summer courses, and
Sense of Place sections of this program guide.
•
Through continual connection to a particular place –
getting the students to understand how a place is
unique and articulate their own connection with it
•
By engaging all of the senses.
•
Developing “land skills” along with technical and
people skills.
•
Using personal as well as philosophical experiences
(readings, journaling observations, writing haiku
poems, field studies, etc..).
•
Acknowledging the state of the land as it is now,
how it was hundreds of years ago, and what it
may/could look like hundreds of years from now.
Take Away
By connecting students to places through personal and
intellectual experiences we can help them to foster a
deeper sense of place in the various areas we travel
through, here in Leadville, and other places they go to in
the future.
Tips for Instructors
•
Other types of introductory sense of place classes
have been taught at HMI. One that is taught midway
through a semester involves students drawing a
sense of place map that diagrams their connections
to Leadville. Students are then asked how they think
they could further connect to Leadville in their
remaining time at HMI.
64 - HMI WPG
CLIMAX MINE
On their drive from DIA to the HMI campus the first
introduction that students get to Lake County is the
massive Climax mine perched atop Freemont Pass.
Several expeditions every year (typically summer and fall)
start or end only a mile or two from the mine itself and it
is visible from those routes and from the winter route that
traverses Mt. Zion. The Climax Mine has had a significant
impact on the history of Leadville and plays a key role
today as molybdenum mining began again in 2010.
Colorado molybdenum production, 1970 to 2005.
Discovery and Early History
In 1879, a prospector named Charles Senter discovered
molybdenum while searching for gold near Freemont Pass.
The gray mineral intrigued Senter, although it took him an
additional 14 years to have his samples analyzed. It was
not until World War I, however, when the Allies began
dismantling German weapons, that molybdenum’s true
potential was realized. The Germans were using moly as a
steel alloy to strengthen and increase durability of their
weapons. Climax Mine opened in early 1918 to meet the
rising demands for moly in the United States. When WWI
ended, the demand for and price of molybdenum crashed,
forcing Climax Mine to shut its doors just a year after it
began operation. The industry slowly recovered as new
uses were developed.
Climax lobbied the young
automobile companies and convinced them to begin using
moly to lighten their steel-heavy cars. This newfound
partnership allowed Climax to reopen, and ensured the
mine a stable market, and Leadville a consistent employer,
beyond the boom and bust cycle for minerals during the
twentieth century’s wars. 28 As the depression of the 1930s
ended, Climax Mine was in full swing and supplied 90% of
the world’s demand for molybdenum.
Post World War II History
World War II, along with the Korean War and Cold War,
fostered even more uses for molybdenum, and production
was deemed a high priority by the US government.
During WWII, the government even allowed drafted
soldiers with mining experience to work at Climax instead
of fighting overseas. The increase in production made
Climax the world’s largest underground mine in 1957. To
keep up with demands, Climax engineers designed and set
off the world’s largest nonnuclear explosion in 1964,
which blew open the mine and allowed easier access to the
minerals beneath the surface. They used 416,000 pounds
of explosives, and left behind a depression of broken rock,
which is known as the Glory Hole. 29 Today, the Glory
Hole measures 1.5 miles wide and 1,900 feet deep. Openpit mining increased the amount of ore that could be
extracted, and employment quickly rose to about 3,000
workers. Climax continued mining in earnest for a
number of years, but in the 1980s, a national recession and
decrease in moly prices lead to a series of layoffs, and
Climax Mine eventually closed altogether in 1995.
Climax’s Effect on Leadville
During the boom years, Climax contributed greatly to the
community of Leadville; they provided summer jobs for
kids, built public schools and even founded Colorado
Mountain College in 1967. Climax kicked off every
school year with a banquet for teachers and administrators,
and over a 25-year span, the mine contributed $1 million
to 50 Lake County High School seniors for full college
scholarships. During those years, Lake County also
topped rural Colorado counties in percentage of seniors
who went on to four-year colleges. 30
Leadville was severely affected after Climax shut
down in the 1990s; the loss of the mine seemed to take
Leadville’s stability and identity. People left in search for
work elsewhere, schools and storefronts shut down, and
the town was left deserted. The closure threw Lake
County into a depression that still lingers today. The
unemployment rate of 11.2% in April 2011 was the third
highest in Colorado, and the real estate market is equally
dismal. Desperate, Leadville has turned to tourism in the
last decade, and spent much time and effort trying to
attract passers-by. The town revamped the main street
and launched an annual hundred-mile ultra-marathon
(Leadville 100).
Re-Opening of Climax Mine
Climax re-opened on May 10, 2010. In the year prior to
closing, Climax employed 3,200 workers, and the mine ran
24 hours a day. It single-handedly kept Leadville afloat
through property taxes and high wages paid to miners.
Today, newer equipment and above ground mining
require fewer workers, and the mine only employs about
300 workers. 31
It is believed that there is about 137 million tons of ore
remaining in the mine, containing about 500,000 pounds
of molybdenum (compared with a total of 500 million
tons of ore mined in Climax’s history).
Question for Thought:
•
Is it okay to remove a mountain from the landscape
for the greater good of collecting raw materials?
Fun Facts about Climax Ski Area
•
•
•
•
•
•
Two mining employees who lived in the small
mining town atop Freemont Pass proposed a ski
area on the eastern slope of Chalk Mountain.
With Funding from Climax, the ski area opened in
January 1937, with no lift service.
In 1941 the Climax ski area became Colorado’s first
spot for night skiing; thousands of bulbs were strung
from the mine along the three runs.
Skiing here was very poplar with soldiers of 10th
Mountain Division, because of its proximity to
Camp Hale.
Climax was the only ski area in the world with its
own dedicated air defense blackout warden, a man
responsible for cutting the night lights in the event
of a blackout alert (because it was so close to camp
Hale).
The ski area closed in 1962, when Climax Mine
began to focus exclusively on mining operations. 32
HAGERMAN PASS HUMAN HISTORY
HMI WPG - 65
HMI history teacher Matt Turnbull put together this
entertaining and thorough account of the Hagerman Pass
Area an area that is steeped in history and home to wild
scenery. This is a “must read” for instructors traveling to
the area. Consider sharing parts or the entire reading with
your students.
In March of 1886, the Leadville Herald-Democrat devoted
its front page to news of plans for the Midland Railroad.
Mr. J. J. Hagerman of Colorado Springs had been raising
money in New York, hoping to guarantee a rail line that
would connect Colorado Springs to Leadville and on to
Aspen. The new train would eliminate middlemen from
Denver and enable Leadville merchants to buy direct and
in bulk without having to route their orders through the
capital; the Hagerman Tunnel would cut through the
Continental Divide to access untapped resources to the
west. Though it promised riches, the project represented
more than the bottom line. The road and tunnel
construction constituted a microcosm of the critical issues
that defined westward expansion and Gilded Age notions
of progress. Climbing over 11,000 feet, the tracks reflected
an aspiration to marry technology with nature and the
long ascendance of the uniquely American sense of the
"technological sublime." 33 In a more concrete way, the
Midland also illuminated the intersections among ethnicity,
labor, and capital in the boomtowns of the American
West, as well as the brutal, unceasing conquest of Native
America that accompanied Anglo-American expansion.
Early plans to extend the railroad threatened to go
quietly into the night, until renewed prosperity on the
western side of Leadville encouraged wealthy and
ambitious men to take up the project in 1886. According
to the Democrat, the Midland Railroad Corporation
embraced "a coterie of men of national reputation for
wealth, influence and experience with vast projects, and
their names are a guarantee of success in the formidable
enterprise they are now inaugurating." Mr. Hagerman led
the charge, the wealthiest man in the state at the time,
having recently sold an iron mine in Wisconsin for $1.8
million. 34
H.I. Higgins of the American Smelting Company
projected the hope and ambition of the time, stating that
Leadville "sits like a rich queen in the center of these
mountains, pregnant with wealth, and nothing can take
this advantage with which nature has endowed
her…There is no place like Leadville under the sun, and
there will be no place like it for years to come." 35 His
optimism was buoyed by the great and seemingly immense
mineral wealth of the mountain town. These were big
words for a big project, but why not? Mayor Irwin claimed
that the railroad's impact on Leadville would be to "Boom
it, boom it with a big B." 36 Flush times in towns like
Leadville made anything seem possible for mean of wealth
and ego.
The value of the proposed railroad was not simply its
ability to transport existing resources, but the promise of
future wealth. The west side of the Rockies was "hitherto
unopened country." Untapped economic treasures
included coal from the Glenwood Springs area, as well as
a number of dormant mines that were not being worked
due to a lack of transportation. 37 Although some residents
objected to the close proximity of the planned tracks to
the local school, the promise of the project outweighed
the pitfalls. The Carbonate Chronicle celebrated the
Midland's local groundbreaking as "one of the greatest
events in the commercial and industrial history of
Leadville…" 38
While raising the capital for the Midland line to run across
South Park and up to Leadville posed an economic
challenge, the Midland Company ran into more natural
impediments to the west. Up in on the snowy shoulder of
Mount Massive, engineers needed to find a way to haul
freight over the formidable Saguache Range. The climbs
over alpine slopes demanded persistence, eventually
requiring as many as six locomotives to push their big
plows through winter snows. 39 Despite the particular
challenges of building in the shadow of Colorado's second
tallest peak, stakes were high and competition made the
task worth pursuing for Hagerman and his associates. By
the spring of 1886, the rival Denver and Rio Grande had
already climbed over Tennessee Pass and into Red Cliff.
The company was working down the Eagle Valley toward
Glenwood Springs and had designs on extending their line
to Aspen. For Midland to compete, they needed a faster
route to Aspen and, ultimately, to the Pacific Ocean.
Despite the bombastic talk of wealth and glory, the reality
was that the railroad business depended on the fickle
booms and busts the extractive economy. Getting to
Aspen first, and doing so in the most efficient way
possible, could spell the difference between rich rewards
and a failed investment.
As the chief engineer for the Midland Railroad Company,
Thomas H. Wigglesworth was the first man charged with
finding a way over the Continental Divide. When
reporters pressed him on the tight competition with the
Rio Grande he responded, "My dear sir, I am not on the
witness stand, but am free to admit that we have thought
of every way possible of getting across the Saguache
range…" 40 His comment, hinting at exasperation, reflected
the need to overcome the challenges of nature, particularly
in the high country, as well as the peripheral thorns of the
media and market competition. In the mind of the
engineer, nature was something to conquer and subdue; to
do so would require incredible, but feasible exertions by
man and machine.
In the heart of the Gilded Age, Americans were no
strangers to the melding of man and machine to enhance
economic fortitude and garner patriotic glory. By the
spring of 1886, men, machinery, and money flowed uphill
into the Arkansas valley. Heavy tunnel driving machinery,
most recently employed in Shippensburg, Pennsylvania,
arrived on the rails. Construction materials followed,
foreshadowing the tunnel itself, as well as what would
become the bustling work town of Douglass City below
the east portal. Leadville's Carbonate Chronicle reported on
the arrival of the tools, along with W.A Douglass:
Anyone who supposed the Colorado Midland railroad
people were not in earnest and that their broad guage cars
would not be running into Aspen and Glenwood Springs
ought to have seen the unloading of the heavy tunnel
driving plant from five cars of the Denver and Rio
Grande railroad on Saturday morning. These cars were
partially unloaded on Friday, under the direction of W.A.
Douglass & Co., to drive the great tunnel. Mr. Douglass
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was one of the contractors that built the celebrated
Hoosac tunnel in Massachusetts, and some of the other
most important tunnels in the United States. 41
Seeing that he had already conquered the 4.75-mile long
Hoosac, Douglass exhibited a remarkably low-key attitude
about the task ahead. He anticipated that the digging of
the tunnel would be "quite an ordinary contract." 42
One day in May, Douglass encountered the Mayor walking
down the street in Leadville and Douglass City was born
in the following conversation:
Mayor Cook: "What are you going to call your camp at the
tunnel?"
Mr.Douglass:"Tunneltown."
Mayor Cook: "Tunneltown! There's a dozen such places in
this country already. Who's building the tunnel anyway?"
Mr. Douglass: "We are."
Mayor Cook: "Then you should name the place Douglass
City."
Mr. Douglass: "I'll drink to that."
Mayor Cook: "Here's to Douglass City and the men who
are building the Colorado Midland." 43
Over the next two days, Douglass City was born from a
grand caravan of horse-drawn wagons, loaded with men,
provisions, feed, and equipment.
It did not take long for the saws and hammers of close to
400 workers, in concert with the daily cavalcade of
supplies and provisions, to construct a booming village,
perched 1,000 feet above Leadville. While the workers
were separated by gravity and distance, the Pony Express,
contracted by the Herald-Democrat and the Chronicle,
ensured that the men and women of Douglass City would
remain up to date in the goings on of the world below
them.
By summertime, Douglass City boasted a single street,
Douglass Avenue, lined with the "company offices, dry
good store, shoe shop, bunk houses, mess houses,
contractors' residences and a few thirst parlors." 44 The
flow of money from the laborers' paychecks provided
opportunities for those traditional businessmen who set
up shop and for the occasional "adventurer" who "drops
noiselessly and serpent-like into the populace and
introduces a new game for the benefits of the regular
boarders." At its peak, the city supported eight thriving
saloons and a dance hall, in which revelry proceeded
throughout the night. Remarkably, a full orchestra
including a piano and violins kept men and women
dancing into the early hours of the morning. 45
Douglas City had enough entertainment to warrant the
appointment of a marshal to maintain some semblance of
order. His most regular work entailed rustling up those
snoring men who had indulged a bit to heartily the night
before. After picking them up from the floors and
armchairs of the saloons and dancehall he also had to
wander through the timber to collect the shivering
slumberers who had lost their ways, for even in July "the
weather up in that locality won't permit the fly to exist,
and the few spears of grass that have not the courage to
venture above the rocks are carpeted by nightly frosts." 46
Although the workforce was made up of a diverse
collection of rugged men, women also played a role in
cultivating the rough and temporary communities defined
by railroad and mining camps. One saloon on the road to
Douglass City was run by a woman who "[made] it her
business to follow camps of railroad contractors." 47
Women in the nineteenth-century West played many roles,
often navigating the intersections between Americans'
desires to civilize "wild" spaces and the concurrent myth
of rugged individualism and freedom from restrictions.
The lack of long-established governments and deeply
rooted social norms that guided the Victorian Era eastern
cities did not restrain women in the same way in the West.
The female saloon owner might have been a rarity, but she
was certainly not a complete aberration.
The most famous of female entrepreneurs were those
ladies of the night who brought sex and companionship to
the lonely men of frontier towns. Leadville had its fair
share of Gilded Age cribs and cathouses, which sent their
raciest or most haggard employees up the hill to Douglass
City. The camp quickly became a boomtown that boasted,
in addition to the "soiled doves" of western lore, dance
halls and saloons, card dealers and gin peddlers, and more
than its share of vice.
Given the population and the liquor, it is no surprise that
raucous entertainment frequently degraded into violence.
The Leadville Herald-Democrat reported that, "no frontier
town ever built its reputation through more bloodshed."
Despite the occasional scrap, the working town brought
vigor to the wilderness and glittered with a carnival
atmosphere on many a forest night. 48
The forest may have glittered, but it was tough living. At
11,500 feet, the sunniest of summer days gave way to
chilly nights and winter snows came early and endured late.
It was tough living and the harsh environment was
matched by a rough and tumble crowd of laborers. During
its boom times, a diverse collection of workers inhabited
Douglass City. Italian and Hungarian workers – often
referred to derisively as "dagoes" and "bohunks" or
"hunkies" – predominated, but a variety of nationalities
and languages resided in a dependent and sometimes
violent camaraderie in the log structures nestled among
the rocks and spruce.
Jewish men did not make frequent appearances in the
history of Douglass City, but one named Friede found his
name in the Leadville papers in early August. A peddler of
jewelry, Friede climbed into Douglass City and sold an
item or two to almost every woman in the dance hall.
While Friede pedaled his wares on down the road, the
bartender and a former marshal named Martin Duggan
came into the dance hall and laughed as the girls boasted
about their new baubles, which Duggan recognized as
imitations. Ten years later, the women were remembered
to have "shed torrents of tears," but more likely the bold
women who lived in Douglass City were more angry than
blubbering at their being cheated. 49
Duggan walked out and tracked down Friede.
Masquerading as a lawman, Duggan informed Friede that
he was under arrest, brought him back to the dance hall in
handcuffs, and enacted a mock trial of the con artist. The
"jury" decided to let him go free if he bought drinks for
the crowd, which he did. Friede returned the money to the
girls then, feeling embarrassingly fleeced by Duggan,
hurried down to Leadville to find some justice in the
relatively cosmopolitan city. Duggan was called in and
charged with assault and battery and attempted hold up.
Admitting to the handcuffing of the salesman, Duggan
HMI WPG - 67
maintained that he had not held him up and that "the
whole thing was merely a joke on his part." Duggan was
ultimately fined $3 for "putting on the shackles" and
dismissed with no conviction on the assault charge. 50
The story of an outsider arriving to swindle the locals was
colorful and likely evoked laughter in Leadville for years to
come. While Friede's particular antics were an exception,
newcomers did frequently endure a good deal of abuse
before being adequately educated in the proper manners
of the alpine village. At times, the "boxing and cutting"
employed by the locals gave way to the more lethal sixshooter. In one case, a laborer heard a bullet whiz through
his hat above his left ear. The report of this incident in the
Herald-Democrat revealed the danger of living and working
with such a transitory population. More importantly, it
highlighted the broader context of ethnic and racial
distinctions during the Gilded Age. The paper reported:
"An inch to the right and the whole top of his attic might
have been blown off," remarked the chronicler's
informant.
"What was his name?" catechized the interviewer.
"Don't know."
"Was he a dago?"
"Naw."
"A hunky?"
"Naw, a white man. He had a mighty close shave, and the
end of the affair is not yet, from what I can understand. 51
To the modern reader, the exclusion of Italian and
Hungarian workers from the "white man" descriptor
might be surprising, but it reflected the reality of the time.
Despite the cohesion one might expect from such arduous
work as drilling a railroad tunnel, divisions among workers
more often overshadowed cohesion. The mobility of
western laborers provided individuals the liberty to take
advantage of ethnic employment networks and move
from job to job, but it also enabled employers to take
advantage of labor agents to undermine worker solidarity
by exploiting divisions among ethnicities and preventing
serious challenges to the dominance of men of capital
during the nineteenth century. 52
In popular culture, the openness, mobility, and
individuality of the western frontier reflected the origins
and possibilities of American democracy, but for many
men those very characteristics hampered their efforts to
gain liberty and rights as workers. This was the case in the
mining and railroad industries that dominated the western
economy after the Civil War. It would not be until later
that working class solidarity slowly displaced some of
these ethnic divisions. By the early twentieth century, the
socialist New York Call newspaper could report that, "In
the face of a common crisis nationalities have been lost
and national prejudices have disappeared." The article
referenced the successful 1912 strike of copper miners in
Bingham, Utah. By then, the divisions that had blocked
solidarity in the past were overmatched by common cause
and the Western Federation of Miners could assert that,
"the working class knows but one foreigner and that is the
capitalist class." 53 Those days were in the future, though,
and in 1887 workers still marked themselves by the origins
of their relatives.
Laborers built the infrastructure that vaulted the United
States into becoming the predominant economic power in
the world. By the turn of the twentieth century, Indiana
Senate candidate Albert Beveridge could ask in campaign
speeches, "Shall the American people continue their
march toward the commercial supremacy of the world?
Shall free institutions broaden their blessed reign as the
children of liberty was in strength, until the empire of our
principles is established over the hearts of all mankind?" If
Germany, England, and other European nations could
govern foreign peoples, Beveridge reasoned, why could
the United States not do the same? 54
Beverdige and other pro-imperialists employed the
rhetoric of liberty and the spread of democracy, concepts
that had roots in mid-century philosophies of manifest
destiny, and more deeply in the villages carved out by
Puritan settlers in the founding of the Massachusetts Bay
colony. Liberty and democracy might have been American
ideals, but using the rhetoric of American exceptionalism
to justify conquest might have been the most American
idea of all. In his own speech Beveridge admitted that,
"today, we are raising more than we can consume, making
more than we can use. Therefore we must find new
markets for our produce." 55
The contradictions in Beveridge's political philosophy
were evident and reflected in the status of industrial
laborers. The very men whose bodies tunneled deep into
the earth and whose arms turned the levers of machines
were the people who made Beveridge's statements feasible.
The great railroads, mines, factories, and farms created the
potential for expansion. They fueled the growth of an
industrial machine that became too powerful for its own
good. In creating more than it could consume it did not
guarantee liberty; rather, it cultivated a ravenous desire for
conquest of new lands to feed the machine and new
markets to take swallow its excesses.
Rather than celebrate labor the industrial barons and
politicians who nestled in their pockets generally scorned
working men. Unimaginable infusions of capital and the
rags to riches tales of the Great White Men of the age –
the Carnegie's and Rockefeller's whose exceptional
journeys belied the sweat and blood and toil of the
thousands who built the foundations of their enterprises –
garnered credit for the tremendous industrial progress.
Attempts by workers to organize themselves and demand
larger shares of the fruits of that progress (or at least safer
and more humane working conditions) were denied. As
they produced the goods that allowed Beveridge to
imagine and justify the expansion of the American
experiment in democracy, they found that their own
access to that vaunted ideal was difficult to obtain.
Owners, government, and the public at large were
suspicious of such demands. In the wake of the 1886
Haymarket Square bombing in Chicago, the grievances of
union workers fell even farther from public support. The
unfortunate escalation of a peaceful demonstration for an
8-hour day, the bombing left at least ten dead and put a
black eye on the labor movement. On September 13, 1886,
the Carbonate Chronicle published a story entitled "Wisdom
for Wage Workers." While the paper defended the
workingmen themselves, it fell short of endorsing the
labor movement, pinning the blame for labor strife on the
corruption and greed of union leaders: "the agitators who
work only with their mouths" and drew inflated salaries
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for "doing nothing." 56
The Chronicle and the Herald Democrat carved out a relative
middle ground on the contentious issues of wages and
working conditions. They occasionally reported on
workers requesting – unsuccessfully – more money for
their services and depended on the biased recounting of
Midland officials as their sources. In June of 1886,
Midland construction superintendent George W. Cook
easily shrugged off a failed strike by workers on the west
side of the mountains as the result of "some foreign
element at work on them." He continued, "The dago is
easily led astray when once his passions are aroused, and
just as easily reconciled when you present it to them that
they are wrong." 57
While investors and bosses could belittle the economic
dignity of their own workers, they could not deny the
danger of the work required to muscle the great steel rails
and iron engines over and through the Rocky Mountains.
On May 14, 1887, a 14-year old boy named James Mannix
"was literally blow to pieces" in the Hagerman Tunnel.
Having been sent to retrieve a box of giant powder, young
Mannix presumably slipped on ice during his return trip.
Other men heard the explosion and could only witness the
gruesome aftermath, marked by the unidentifiable remains
of the boy's body. The Herald-Democrat reported that:
Flesh and bones were scattered in every direction, while
there was scarcely enough left intact to identify the youth
that [sic] had a few moments before been in the full blush
of health and energy. With a shudder, the men proceeded
to gather up fragments of the unfortunate boy's body,
when word was sent across the divide to headquarters. 58
James Mannix had been the son of a well-known plasterer
who lived on Front Street in Leadville. Before venturing
up the mountain to gain independence and work as a
carrier between the powder magazine and tunnel drills, he
had been a student at the Central school. His coworkers –
the hardened men who made their livings blasting and
burrowing through interminable walls of granite – spoke
fondly of Mannix, describing him to be an "industrious
little fellow." 59
Seen from high above the earth, the occasional work
stoppage, injury, or even death were merely unfortunate
side effects of the grand project of man's transformation
of nature. While one hundred years earlier American
children had melted down their toy soldiers to make
musket balls for the Revolution, the industrial age ushered
in a parade of technological advancements that made the
United States the envy of the western world.
During the summer of 1887, like the Erie Canal in New
York, the Horseshoe Curve in Pennsylvania, and the Eads
Bridge over the Mississippi before it, the Hagerman
Tunnel and its railroad became yet another nineteenth
century example of what David Nye describes as the
"technological sublime" – a particularly American fusion
of nature and technology that could produce patriotic awe
for the observer. 60 On the Leadville side, framed by the
ominous ridge of Mount Massive and the tumbling
boulder fields of the Continental Divide, the Midland
tracks made long, meandering loops up toward the east
portal with unparalleled grandeur. The cold waters of
emerald lakes captured the persistent refuse of high
snowfields and provided a steady flow to the Arkansas
River and ultimately to the Atlantic Ocean. On the other
side of the pass, the Frying Pan River flowed into the
Roaring Fork and to the mighty Colorado River at
Glenwood Springs, eventually on to the vast Pacific.
Nye analyzed the manner by which Americans conflated
technological advances with the great democratizing
forces of nature that defined American character. During
the Revolutionary Era, uninhibited wilderness had
differentiated a young United States from the inherited
and oppressive monarchal paradigms of its European
roots. During the century that followed independence,
canals, bridges, and railroads came to define an
infrastructure that linked the seemingly infinite bounty of
western spaces to eastern industrial production and global
markets. As a leading extractor of gold, silver, and other
minerals, Leadville and the Rocky Mountains played a
prominent role in the reality of a booming economy and
in the imagination the great western spaces from which
wealth flowed east.
None of this was lost on Chronicle writer Owen Prentiss
when he visited "the great artificial gateway through the
backbone of the continent." He penned a missive on June
17, 1887, in which he celebrated man's transformation of
the landscape. The "artificial" tunnel did not detract from
the place; rather, it opened the spine of the mountains to
visitors who could stand and gaze one thousand feet down
to the frozen lakes that fed into the Arkansas. Prentiss
ventured from the east side to the western slope, where
great locomotives, having caught their wheezing breath in
the dark respite of the tunnel, would tumble out into the
Frying Pan valley. He reflected:
Members of the World's Geographic society will come
from all parts of the world to sit, as I now do, at this apex
of nature's great work, enabled to get here for the first
time by the artifice and effort of man. 61
Such progress could be celebrated, but it inevitably
undermined the old frontier, that land of rutted stage
roads and dark forests. Kit Carson, the grizzled army
scout and Indian fighter, lamented the transition in an
interview with the Carbonate Chronicle a month before
Prentiss ventured up to the tunnel. Carson reminisced
about the days he guided stagecoaches over the mountains.
His passengers risked the highwaymen who might rob
them of their purses before slinking away in the inky
timber. Saddened to leave the broad slop of Mount
Massive, Carson said, "there's always something coming
up in the advances of civilization to cause us good people
to seek new pastures, and I suppose we'll have to pull up
stakes and look for another road on the frontier."
Despite his sadness at being pushed away, Carson
admitted that he was "glad to see a railroad get into the
hills over there [Aspen district] where there are tens of
thousands of low grade mineral waiting on the dumps for
it." 62 October 24, 1887 marked the departure of Carson's
last stage from Leadville. He would continue transport
materials into Aspen from the end of the Rio Grande
track until the company completed construction. At that
point, "another relic of the early days [would give] way
before the great civilizer, the iron horse." 63
The extension of the railroad marked the extension of the
market, the economic force that promised prosperity for
Leadville and, more broadly bolstered the international
prominence of the United States. As early as 1830,
Andrew Jackson explicitly recognized the patriotic
potential of the American marriage of technology and
nature. In his second annual message to congress, the
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President asked:
What good man would prefer a country covered with
forests and ranged by a few thousand savages to our
extensive Republic, studded with cities, towns and
prosperous farms, embellished with all the improvements
which art can devise or industry execute? 64
The railroad facilitated the settlement, connectivity, and
prosperity that Jackson admired. Not only did it enable
transportation of raw goods to production, it prompted
the displacement of "savagery" from American lands. In
doing so, it extended the republic, that great American
experiment in democracy.
Railroad executives recognized and celebrated this, laying
tracks with self-conscious statements that inflated the
importance of their ventures beyond the profit margins
the trains might obtain. The Baltimore to Ohio Railroad
marked its opening on July 4, 1828, and celebrated its
achievement in connecting the bustling eastern seaport
with what was then the interior of the United States. The
scroll in their foundation stone proclaimed that the
railroad would help the nation by, "facilitating its
commerce, diffusing and extending its social intercourse,
and perpetuating the happy union of the Confederated
States." 65
It was no coincidence that the B&O opened on the
Fourth of July. Independence Day was the preferred date
for numerous celebrations during the mid-nineteenth
century, as the linkage of technology and nature enhanced
Americans' sense of independence and exceptionalism.
During the late eighteenth century, the open spaces of the
frontier (Indians excepted, but they were more often
considered to be part of nature, rather than inhabitants
and manipulators of it) represented political liberty, as they
were clearly not settled and controlled by inherited
government institutions. Wilderness offered democratic
spaces in which men and women could shed their
European heritage and create uniquely American
communities. As train tracks crept west, they enabled
travelers to see these famously wild spaces, even if it had
become somewhat subdued by the infrastructure itself.
Riders on the B&O no longer had to be Daniel Boone to
traverse the Appalachian Mountains, nor did they have to
take the risks of Kit Carson to cross the Rockies, but they
could still experience the landscapes that defined the
United States and connect with the very places in which
savagery gave way to liberty.
It should be noted that Native Americans did play a role in
this story. Despite the rhetoric of uninhabited nature,
Indians did not to simply fade away in the face of
American progress. During the summer of 1887, the
Leadville papers reported on conflicts between railroad
companies and Ute Indians in the White River Valley in
what was essentially an extension of the Colorow War
(initiated in 1879). On August 17, as Leadville militiamen
left to fight Indians along the White River, the HeraldDemocrat published an editorial lamenting the challenges of
displacing their Native neighbors. While the editor praised
the eagerness of the militiamen to "render such service as
may be demanded of them," he worried over the
tremendous odds they would face, acknowledging that,
"fighting the Utes is no child's play." 66
Remarkable in the casualness with which the paper
reported this, the editor noted that, "When engaged in
[fighting the Utes] it means extermination, and there is
neither surrender or [sic] retreat." With audacity, he cited
the losses of General Custer, Major Thornbergh, and the
murder of General Canby as examples of "the dangers
attending such an unequal contest," since the Indians were
natural warriors and better armed than the militia, "a
deplorable fact." The editor noted that Indians had "the
advantage of trained ponies, practice at shooting, and a
thorough knowledge of the country." It did not occur to
the opinionated lord of the typewriter that such
knowledge of the place might be derived from the fact
that generations of Utes had lived on the land and thus
might be justified in trying to defend it from white
encroachment. He perpetuated instead the myth of
American innocence and victimization in the face of
Indian aggressors. The editor depicted the militia as
deficient in arms and disadvantaged in experience, but
brave nonetheless. 67
A week later, a returning militiaman, George Brown,
recounted action at Meeker when the militia had come
upon an Indian camp along the river. His report neglected
to explain how the fight began, only that "After the first
fire, the Indians started to gain the top" of the hill above
their camp. Brown told tales of the brave soldiers engaged
in their pursuit of "the red devils." 68 The battle, lasting
several hours, resulted in two white men killed and three
others injured and an estimated eight Indians killed. The
militia captured a number of ponies and fighting ceased
when federal troops commanded by General George
Crook arrived. Five days later, Indian ponies were
returned and General Crook and Indian Agent Byrnes
agreed to keep the Utes restrained on the Uintah
Reservation in Utah. 69
Not all white Coloradans agreed with the biased
opinions of the Democrat's editorials. A Mr. H.W. Ennen,
originally from Glenwood, pinned the blame on Anglo
intruders. He remarked, "For some time past the Indians
have been crowded and pushed and while I do not think
they are entitled to any more respect than anyone else,
they certainly have been greatly aggravated and in a degree
goaded on to the present crises." Ennen acknowledged
that Chief Colorow of the Utes was highly vengeful, but
that he had been pushed to the wall. 70 Pat Fahey of
Leadville went further to lay guilt upon bands of renegade
whites that had stolen his animals and prevented settlers
from being able to keep valuable cattle. Fahey would have
rather seen the thieves killed than the Indians, "as they are
more trouble and do more to injure the frontier." He
concluded that, "a few neck-tie parties down in that
locality would be a wholesome thing for the state as well
as the people thereabouts." 71
Fahey's violent antidote may have exceeded the
measures required to bring stability to the frontier, but his
acknowledgement that white men could be guilty of
depredation was somewhat progressive at the time. Fahey
limited his critique to the "renegade" bands of cattle
rustlers, men who could certainly be marginalized and
blamed without laying guilt more broadly upon the
process of westward expansion itself. Seen from a
different angle, though, even the most honest miners and
cattlemen were agents of conquest – the leading edge in a
wave that obstinately hammered against the autonomy of
Native peoples. From the perspective of Colorow and his
70 - HMI WPG
Ute brethren, all of the Americans were guilty.
Most, of course, did not even remotely perceive the
relationship between Indians and European Americans in
this light. After the fighting at Meeker, Governor Adams
boldly claimed that the battle had proven that, "there are
enough volunteers and militiamen in Colorado to suppress
the invader and protect our frontier." (Emphasis
added.) Congressional Representative Judge George
Gifford Symes elaborated with caustic language of his
own, claiming that Colorow and his band had been:
Marauders of the most objectionable type; that they have
slaughtered game and destroyed the chief resources of the
frontiersman; that they have killed cattle, run off horses
and taken liberties that you and I with the protection of a
well-governed community would not tolerate for a
moment." 72
The Utes, having inhabited the skyscapes of the high
Rockies long before the likes of Adams and Symes arrived
were forced west to a reservation in northeastern Utah
and labeled "marauders of the most objectionable type"
for returning to their homelands in an effort to reclaim the
resources therein.
In contrast, the Leadville militiamen returned home
to a crowd of 1,000, which would have surely been larger
had not their train been delayed an hour and pushed their
arrival into darkness. 73 A locomotive might be temporarily
delayed, but in the long run the railroad would not. Driven
by the labor of men and the innovation of technology,
American progress was also guaranteed by the piercing of
bayonets and the tearing of bullets. The march of
American expansion was accompanied by a long and
painful march of subjugation for Indians across the West.
The railroad men, reporters, poets, and politicians would
continue to celebrate the conquest that facilitated these
concurrent processes.
Contemporary observers of the birth of the Hagerman
Tunnel certainly did not concern themselves with the
legacies of conquest being consummated in front of them;
they would leave those discussions to future historians.
From his vista at the mouth of the Hagerman Tunnel,
special correspondent Owen Prentiss envisioned instead
the power of the Midland Railroad to replicate the great
advances of earlier projects, such as the famed B&O.
Although often associated with the acceleration of
commerce, iron lungs pumping oxygen and coal, and
black smoke choking the air above a locomotive stack, the
railroad also represented a beautiful conquering of time
and space that allowed access to previously inaccessible
natural wonders. Prentiss did not imagine the roar of
engines and grinding metal wheels that would soon belch
their way out of the tunnel; rather, he sensed tranquility.
"Let us pause at the portal through which we have been
admitted to this sublimest of sublunary scenery," he wrote,
"and take note of the great industrial enterprise that
enables us to peep into this hitherto double-locked
thesaurus of nature." Furthermore, after crossing the divide,
the tracks would lead the intrepid traveler down to the hot
springs in Glenwood, "so bounteously supplied with all
the gifts that nature could lavish upon it as a scenic
wonder, that one would think to get to it alone the
Colorado Midland will be well repaid." The previous
journey by stage, having taken two days and a night was
comfortably replaced by a comparatively palatial four to
five hour train ride. 74
Although poets and passengers recognized the abstract
values of sublime nature and democratic values, there
should be no doubt that dollars defined the bottom line
for the railroad bosses. The challenge of boasting the best
scenery and most pleasant passage was fierce among rail
lines, as scenic views and intriguing destinations translated
quickly into dollars and cents. No less an authority than
the famous photographer William Henry Jackson
concluded that the scenery along both the Midland and
the Rio Grande railways exceeded the beauty of that in
any other part of Colorado. The Herald-Democrat noted
that, "this will be a strong incentive to liberal advertising
of the scenic attractions of the lines with a view of
attracting the tourist travel." The paper foreshadowed the
twentieth century as it predicted that soon "the wonders
of the new region will be made known to the world
through the generous employment of pictorial methods." 75
Before visitors could enjoy the soothing waters of
Glenwood Springs, or glimpse the awesome vistas of the
Divide, the Midland had to make its way across the plains
of South Park and up to Leadville. On August 30, 1,800
residents, waving stars and stripes, cheered the arrival of
the first train and its conductor Sim Woodruff. 76 Although
there was still work to be done to lay the tracks through
the Hagerman Tunnel, residents celebrated "the best built
railroad west of the Mississippi." The Midland had arrived.
A few weeks later the Chronicle celebrated the departure of
the first broad-gauged train toward eastern points. The
paper claimed that the coaches and sleeper cars would be
the finest ever created. "The dream of the writer has been
fulfilled," the paper boasted. "Three cheers for the
Colorado Midland." 77
Before the Chronicle's eager anticipation could be
fulfilled, the tunnel project high above town had to be
completed. In the fall of 1887, workers could see the
proverbial and literal light at the end of the tunnel, but
laying tracks still required significant and risky labor. On
September 13, Leadville received news of a gruesome
accident. A construction train had crossed a marshy
landscape, bolstered only by temporary cribbing, rather
than more stable stone ballasting. In the excitement of the
culmination of the project, the train carrying close to three
hundred moved toward the tunnel. Workers perched
themselves on and around the cargo: 70 rails, each
weighing 600 pounds, as well as a number of small kegs
containing spikes and fish plates that made convenient
seats for the men. 78
As the loaded car traveled slowly around a sharp
curve, the soft ground to its left gave way and cars, rails,
and men cascaded down the embankment and into the
swamp. Those who could – who were not pinned beneath
rails – jumped to help the victims of the accident, which
had quickly transformed the alpine marsh into a trauma
scene. Extricating the injured from beneath the rails took
over two hours. Among the dead was Henry Banker, the
boss track-layer, who was found crushed to death beneath
the engine cab, "his chest being literally a mass of broken
bones" and his face cooked from the scalding steam of the
engine. A piker named Jin McMahon was killed instantly
when he fell directly under one of the water tanks, while
Thomas Johnson and George Roach were caught under
the rails and died a few hours later. 79
A rail car took the dead and the injured down to
Leadville, while some of the less-seriously injured
"cheerfully gave way to their more unfortunate
HMI WPG - 71
companions." Those only slightly injured were taken to St.
Luke's hospital, whose building still stands at the corner of
Tenth and Hemlock streets. In a moment of bittersweet
irony, given their occupations and the circumstances of
their misfortunes, the more gravely hurt were transported
on a special train to Colorado Springs to be cared for by
the sisters at a larger hospital. All in all, three men died
and thirty-nine sustained injuries, mostly broken arms and
legs; an estimated twenty more men endured minor cuts
and bruises and continued working. 80
As workers overcame the trauma of the accident, crews
from Douglass City could sense their counterparts
approaching from the other side. The pace of work
intensified and the "rampant revelry" of the workers' digs
gave way to the strokes of the sledge and the temptations
of connecting the line somewhere in the dark tunnel. As
September waned, the Herald-Democrat reported that the
"dance hall nymph moves with a rheumatic distress, not
having had an opportunity of loosening her rusty, creaking
joints for several days past." The bartenders and card
dealers had begun to pack up in anticipation of leaving,
while the fiddler "hung up the bow and is reconnoitering
for a new location." 81 The last saloon in Douglass City
closed on October 27, 1887, leaving iron hoops, log
cabins, and faded memories for the adventurers of the
twenty-first century. The tunnel project was complete.
As a winter blanket lay to slumber the year 1887, a
special communication from Aspen arrived to alert
Leadville readers to the arrival of the first Midland train to
the Maroon creek depot, outside town. Twenty-one
passengers climbed down "in good shape," ready to "hunt
up one's best girl and take a winter-day's drive down the
snow-clad valley of the Roaring Fork to the depot."
Bridge construction delays required Aspen residents to
wait two more months for the arrival of the broad-gauge
train on a regular basis. 82
Seven years later, 16 trains per day served Leadville.
While scenic beauty lured passengers to the mountains,
intense competition prompted railroad executives to seek
out newer, more efficient routes over and around the
Saguache Range. To ease the burden on their iron horses,
the Denver and Rio Grande cut a tunnel underneath
Tennessee Pass in 1890. The Midland followed suit and
dug the Busk-Ivanhoe Tunnel well below the Hagerman.
Despite the allure for tourists of the Hagerman route's
sweeping curves, tall trestles, and alpine vistas, the new
tunnel would reduce costs by eliminating the chugging
climb up toward the Divide. The suddenly antiquated
Hagerman Tunnel, so celebrated for its sublimity, quickly
faded into railroading obscurity.
The 9,394 feet of the Busk-Ivanhoe tunnel took three
years and the lives of twenty men to build. It was
converted in 1922 to a tunnel for automobiles traveling on
State Highway 104. Passengers could enjoy the dark
journey until 1943 when a collapse prompted the tunnel to
close. Since 1962, it has carried water under and through
the Divide and currently transfers water from Ivanhoe
Lake to Busk Creek. 83
Some of the old tunnels may no longer accommodate
locomotives, but a visit to the blogosphere confirms that
the railroads of the Gilded Age maintain a fan base, as
writers speculate about renewing old rails and reopening
empty tunnels. "As long as it isn't abandoned there's hope," said
one writer, musing on the unlikely possibility of the
Tennessee Pass tracks coming back on line for tourist
use. 84 For the Midland, the hope of watching great
locomotives pull men and cargo toward the Divide is gone,
replaced by a land returned to semi-wilderness and
inhabited by memories of a bygone age. The old approach
to the Hagerman Tunnel still winds its way up above Busk
Creek, but the tracks are gone. The mesmerizing trestles
have been pulled down, memorialized now by black and
white photographs and scattered piles of timber. Now,
one can hike across the old embankments and imagine the
roar of engines passing by the emerald waters of
Hagerman Lake and he can stroll down the old road to
Douglass city, past the collection of barrel hoops hanging
on a pole, remnants of imported supplies for an extractive
economy. Weathered log structures fade wearily into the
earth, suggesting only whisps of the bustling community
that inhabited Douglass City. They remind us of the
impermanence of our projects, even those with such bighearted dreams.
Today, HMI students traverse the hillsides, turning
this way and that on the serpentine old road and walking
through Douglass City with wide-open imaginations
peopling the old structures. The challenge of navigating
with a topographical map may have replaced the challenge
of laying tracks, but the majesty of the landscape and
promise of progress still comes tickling the trees on dusky
winds. Beating hearts and aching muscles replace firing
engines and strained couplings, while the cultivation of
confidence stands in for the blooming of the industrial
economy. Ultimately, upon reaching the top, we
adventurers might still, as Owen Prentiss suggested so
long ago, "pause at the portal through which we have
been admitted to this sublimest of sublunary scenery."
ENDURANCE RACING
“When a miner stands at the bottom of that mineshaft
and stares at the solid wall of rock…that is called “The
Truth”. And that is exactly where you stand this morning,
staring at that wall…The Truth.” –Leadville pre-race
meeting
A popular running mecca, every summer runners, athletes
trying their hand at running and people just looking to do
something a little crazy head to Leadville to take part in
the Leadville Trail series and the culminating Leadville
Trail 100. First run in 1983, the Leadville 100 is a 100 mile
running race that climbs and descends 15,600 feet with
elevations ranging between 9,200 and12,620 feet. Less
than half of the starters manage to complete the race
within the 30-hour time limit and those that do will burn
an average of over 10,000 calories during the ordeal.
The race was first conceived of by Kenneth Chlouber,
an avid marathon runner, who was looking to make
Leadville famous and attract visitors during an economic
downturn. The local hospital administrator in response to
Chlouber’s proposal is said to have replied “You’re crazy!
You’ll kill someone!” Chlouber’s response? “Well, then we
will be famous, won’t we?” Leadville was the venue for
the American debut of the Tarahumara runners of Mexico
featured in the book Born to Run. The Tarahumara
runners won the race both of the years they participated.
In 1993, 52 year-old Tarahumara runner Victoriana
Churro came in first, only to be followed by his 41 yearold teammate Cerrildo.
72 - HMI WPG
The race is perhaps best summed up in the account of a
past participant “well, it all comes down to this. I make it
out of May Queen with FIVE minutes to spare.
Just over three hours to make it to the finish
line in Leadville, 13.5 miles away. There was no
other thought or problem in my world at that
moment. It was simple. Just keep moving. We
reached the road that signals 5.5 miles to go. I
was fully engaged and alert and I knew the 30
hour time limit was in jeopardy. But quitting
was NOT an option. I was going to finish this
race. I didn’t think. I didn’t say much. I just
listened to Brandon’s countdown and ran
when he said run…and walked when he said
walk. I am really not sure how I was still running at mile
97. The mind is a powerful thing. Don’t think. Just run.
With one mile to go, I knew we were going to miss the
cutoff. But my Crew kept me running and we eventually
crested the final hill. With the finish line in the distance, I
heard the telltale shotgun blast signifying the 30 hours
time limit. We kept running. There was a big crowd at the
finish and the outpouring of support from them and the
race announcer was amazing. I reached the finish
line…and finally…could stop. 30:05. Missed it by 5
minutes. My crew grabbed me to keep me stable and the
emotion of the ordeal sunk in. All of the training, all of
the sacrifice, my amazing Crew, the support of my giant
running family…and I finished. I had run 100 miles. It still
sounds surreal.
HMI faculty and staff have a long history in
participating in the Leadville 100 run. Molly has
completed it 8+ times and Christopher stumbled his way
through with minimal training. Justin staggered his way to
the finish and passed out on Carrie and Cooper’s sidewalk
afterwards. Matt, Danny, Rebecca and others have paced
and crewed for this amazing race. In the 100 bike HMIers
James, Jo, Cooper, Carrie, Eric, Becca, and Laura have all
made it to the finish line.
THE 10TH MOUNTAIN DIVISION 85
The 10th Mountain Division was a result of building
pressures surrounding World War II. After the success of
the Finnish troops (on skis) against invading Soviet units
in 1939 as well as concern over building hostilities across
Europe, individuals in the War Department and the
military began to consider military preparedness for winter
warfare. Despite specialized training at Fort Snelling in
Minnesota, nothing large-scale was yet in place. In the
spring of 1940 the American Alpine Club urged the
Department of War to start mountain warfare training and
thus began advising the military on necessary equipment
for mountain and winter warfare.
The Chair of the National Ski Patrol Association,
Charles Minot Dole (Minne Dole), agreed with the need
to develop elite mountain troops specially trained in alpine
travel. The National Ski Association advised the War
Department when creating ski patrol unites and reviewed
equipment and training for the divisions.
The Mountain Winter Warfare Board was created in
November of 1941 to design and test winter equipment
and transportation. The Army created the Mountain
Training Center (MTC) at Camp Carson, Colorado, but
continued to search the nation for a suitable location for
winter/mountain training led to the creation of Camp
Hale, a site near Leadville, Colorado. At Camp Hale,
volunteers learned rock climbing, endurance through long
distance marches and cross country ski trips, down hill
skiing, winter/mountain survival techniques,
and combat throughout the winter of 19431944.
Camp Hale was used as a military
training site from 1942-1965 for various
practice and live munitions by active and
reserve units and from 1959-1965 the CIA
used portions of the site to train Tibetan
guerillas. In 1966 control of the land was
returned to the Forest Service and in 1992 the
Camp Hale and the adjacent Eagle Park area
was placed on the National Register for
Historic Places.
Some of the legendary feats of the mountain troops
included carrying 120pound packs that included heavy
canvas tents and ammunition as well as skiing from Camp
Hale to Aspen over the course of three long days. Today
old pitons can still be
For many years, Camp Hale was used for munitions
testing and starting in the summer of 2007 areas used by
the Army have been inspected for military munitions that
may not have exploded during training. There is still the
possibility that munitions that remain could be hazardous
and cause injury of death if encountered and disturbed in
a way that causes munition to explode.
HOMESTAKE LAKE BECOMES SLIDE LAKE 86
The Army used the slope on the east face of Homestake
Peak for an artillery target. Colonel David Ruffner, the
division’s artillery commander, wanted to see if he could
artificially trigger an avalanche to use the mountain itself
as a weapon. Snow and rock avalanches have a history of
wiping out thousands of men in alpine warfare starting
before World War I. Although there is no evidence that
such avalanches were triggered by artillery on purpose,
natural slides and snowfalls at high altitudes were deadly
enough. As most of the battalion, as well as some highranking officers, stood at the far edge of the lake watching,
guns were fired and exploded in the mountain face, just
below the cornices lining Homestake Peak. The entire wall
of snow fell and millions of tons of snow fell into
Homestake Lake, shattering the ice on the lake’s surface
and creating quite the show for the on-lookers. Luckily no
one was hurt, but that day, the name Homestake Lake
became Slide Lake
THE HOMESTAKE MINE DISASTER OF 1885
HMI WPG - 73
Ten men were hoping to get rich quick by mining for
silver in the Homestake Mine. The winter had been
especially harsh with a considerable amount of avalanche
danger throughout Colorado, but the men prevailed,
hoping to find their treasure. February 10th, 1885 was the
last anyone could recall seeing any of the men in Leadville
and they began to wonder. On the morning of April 24,
friends of the miners set out from an inn located in
Tennessee Pass in the area today known as Rancho
Escondido. The men followed a snow-covered creek until
they came to a mountain wall and started their ascent up.
The men could tell something was wrong by the lack of
footprints that should have been in the snow. Higher up
the searchers found nothing but wind-blown granite and
an abundance of snow. The men shot off their guns and
called for the miners but got no response.
Sixty to One-hundred men, volunteers from Leadville,
helped with the excavations in three different areas, but
the snow was forty feet deep and packed so densely that
the men needed axes to cut through it. After an hour of
digging, the searchers finally broke through into the
kitchen of one of the three cabins – no bodies were found
and the men became hopeful. Some of the men knew
there was a passageway connecting the kitchen to the
bunkhouse and the men began digging there. After the
first body was found, hope died.
Despite the fact that the building had been crushed, the
body showed no physical harm and it was ruled that the
man must have frozen, suffocated, or
maybe even died of fright. “Nearby
was another body lying face down in
a bunk, several large logs had crushed
him. Three hours of digging opened
up the other end of the opposite side
of the bunkhouse where three men
were found in an upper bunk, clasped
in each other’s arms. The rescue
party suspected suffocation.” The
Tribune “spared no grim details: ‘The
limbs of the poor unfortunates were
so strongly interlocked as to require
the united efforts of six or eight men
for full half an hour to separate them.”
Another man was found in the “attitude of prayer,”
(another supposed freeze or suffocation) and two more
were found in their beds, appearing not to have been
disturbed from their sleep. “Two more men were found in
another corner, both badly bloodied in the crush of
timbers.”
Evidence of stopped clocks, mail received and written,
along with a detailed log from one of the men on the work
they had done on the mine “all adds up to a supposition
tendered by the Leadville Herald that the avalanche
occurred at 3 a.m. on the morning of February 23, 1885.”
Although some were unsure if it was in fact an avalanche,
all evidence points to an avalanche that resulted in the
crushed cabin. Inspections done years later only
strengthen this theory.
Mining was a dangerous business and casualties were a
risk of the job, “but the tragedy at Homestake hit
Leadville hard.” The funeral for the ten men found on
Homestake was said to be, “the most grim and sorrowful
ceremony that young Leadville had ever seen.” One
estimate put the turn out at 10,000 people.
In the aftermath of everything, Leadville residents
collected almost $1,900 to pay for the funeral, sent to
widows, and to erect a life-sized monument at Evergreen
Cemetery of Grief, “represented by a kneeling woman
with her head bowed.”
PIKAS AND SUPER MARMOTS
This is a good topic to introduce the threats of climate
change to an alpine environment. Stop your group when
you’re above tree line to listen for pika sounds (a high
pitched chirping noise) and look for burrows where
marmots could potentially dwell.
Pikas:
•
•
•
•
Also called the “whistling hare”
Are the smallest member of the rabbit family
Live in the crevices in talus all above tree line
Collect vegetation to make “haypiles” to insulate
their living spaces
•
Spend their summers gathering food for winter
storage because they don’t hibernate
Marmots:
•
Yellow-bellied marmots are second cousins to
groundhogs and woodchucks
•
They live in burrows in alpine environements and
eat grasses, berries and most alpine green vegetation
Pikas and Climate Change:
• Pikas have a very insulated coat
and a very high body temperature to
survive cold winters without
hibernating
• This makes the summer heat
intolerable. They can rarely survive in
temperatures above 78 F
• Pikas have already disappeared
from 1/3 of their previously known
environments in Oregon and Nevada
• U.S. Fish and Wildlife Service is
considering the Pika for protection
under the Endangered Species Act
Marmots and Climate Change:
•
Warmer spring temperatures have cause marmots to
wake from hibernation earlier
•
They have more time to gather food, so are
therefore getting bigger throughout the year
•
Their populations have grown, which has caused the
population of their predators (coyotes and foxes) to
increase as well
The systematic decline of the Pika populations and the
increased size of the marmots and the growth of their
population demonstrate a dramatic change in the alpine
environment due to Climate Change.
Climate Change in Colorado:
•
•
In 2012 The Arkansas Valley saw dramatic impacts
from higher average temperatures.
The low snowpack lead to a state-wide drought,
which lead to low water levels and an increase
number of forest fires.
LEADVILLE GEOLOGICAL HISTORY
74 - HMI WPG
Below are summaries of the geology, the environments,
and the rocks of ancient Leadville  this evidence can be
found throughout the Upper Arkansas River Valley.
Time Period: Cambrian through the Pennsylvanian
(544-320 million years ago)
Location: Southern Hemisphere, moving from a very
southerly latitude north toward the equator, with periods
of north-south movement toward and away from the
equator
Environment: Leadville is covered by a marine/sea
environment. Sea level rose and fell during numerous
different intervals over the course of 200 million years.
Rocks: Evidence of the fluctuating sea levels are seen in
the sedimentary rocks that can be found on the east side
of the valley in the Mosquito Mountains. Specific rock
types include limestone (some containing marine fossils),
dolomite, shale, quartzite, and sandstone.
Time Period: Permian through the Cretaceous (286-65
million years ago)
Location: Leadville moves north of the equator during
this 200+ million years, continues north and slightly west.
Environment: The greater Colorado area experienced its
first mountain uplift event (known as an orogeny),
forming two distinct ranges called the Ancestral Rockies
(estimated to have reached elevations of over 20,000 feet
above sea level. This orogeny may have started at the end
of the Pennsylvanian Period, reference ages above.
During this time Leadville may have been located either
on the Ancestral Rockies or within terrestrial basin
between the two ranges. For the next 150 million years,
erosion, and weathering leveled these peaks flat.
Numerous river deltas, swamps and floodplains dotted the
landscape. Dinosaurs roamed different parts of Colorado
starting most likely in the Jurassic Period (208-144 million
years ago) through the Cretaceous. The majority of the
Cretaceous period (144-65 million years ago) saw
Colorado including Leadville underneath a very shallow
inland sea, known as the Cretaceous Interior Seaway.
Rocks: There is not much in the way of local rock
evidence of these periods, due to later erosion of the
sediments deposited during this time. Igneous intrusive
rocks (specifically known as Pando Porphyry) were
injected into older sedimentary rocks via dikes and sills
(see diagram). These rocks can be found on the east side
of the valley in the Mosquito Mountains. The magmas
that created these intrusive rocks are responsible for the
ores that contain the minerals (gold, silver, molyubdenum)
that have been mined throughout the greater Leadville
Mining District.
Time Period: Paleocene through the Eocene (65-34
million years ago)
Location: Leradville is still moving slightly north and
west toward its present day location in the Northern
Hemisphere.
Environment: During this period of time the entire
present day Rocky Mountains (ranging from Mexico to
Canada) were formed. This event, known as the Laramide
Orogeny, is hypothesized to have been driven by a
shallow angle of subduction of oceanic crust under the
continental crust that Leadville sat/sits on. Leadville is
uplifted into a terrestrial environment, and structurally the
Laramide Sawatch Anticline forms (Sawatch and
Mosquito Mountains not distinct ranges) in the greater
Leadville area (see diagram).
Rocks: There is not much in the way of local rock
evidence of these periods, due to later erosion of the
sediments deposited during this time. Igneous intrusive
rocks (specifically known as Pando Porphyry) were
injected into older sedimentary rocks via dikes and sills
(see diagram). These rocks can be found on the east side
of the valley in the Mosquito Mountains. The magmas
that created these intrusive rocks are responsible for the
ores that contain the minerals (gold, silver, molyubdenum)
that have been mined throughout the greater Leadville
Mining District.
Time Period: Miocene through the Pliocene (23-1.8
million years ago)
Location: Leadville is moving west toward its present
day location in the Northern Hemisphere.
Environment: This 20+ million years was integral for
the formation of the Upper Arkansas River valley and the
present geological features we enjoy in Leadville today.
The shallowly subducting plate, that was responsible for
the Laramide Orogeny, is thought to have broken
(possibly as early as 35 million years ago  Oligocene
period) off and migrated down into the Asthenosphere
(molten/viscous rock layer within the Earth) and melted.
This event does two things; creates a plume/"bubble" of
molten magma beneath Colorado AND releases the
compressional pressure that the North American
continent was experiencing due to friction of the
subducting plate and pressure from the subduction zone
(1,000 miles westward of Leadville). The release of the
compressional pressure allows the continent to subside
("think relax" and stretch out ) while being buldged
upward due to newly formed magma plume/"bubble"
below.
Thus, the continental crust experiences
extensional pressure and uplift at the same time. In
Leadville, this event creates the Rio Grande Rift (the
Upper Arkansas River Valley being the northern most
extent of this structure that extends into Mexico), allowing
the valley to drop and the Sawatch and Mosquito
Mountains to rise independently of each other, adding
upward of 5,000 feet of vertical elevation rise. Continued
erosion and deposition of sediments into the valley,
creates the Dry Union Formation sandstones, and "big
picture" Leadville begins to look like the present day.
Rocks: Sedimentary rocks of the Dry Union formation
include sandstone and siltstone, with intermittent layers of
volcanic ash from regional volcanism. This formation of
sedimentary rocks is exposed throughout the Upper
Arkansas River valley and may be up to 1,000 feet thick.
Time Period: Pleistocene to the Present (1.8 million
years ago – to today)
Location: Leadville moves westward to its present day
latitude and longitude.
Environment: The present-day "big picture" geography
of the Upper Arkansas River valley begins to truly take
HMI WPG - 75
shape in the last 1.8 million years. The valley has been
formed, the Sawatch and Mosquito Mountains are
separate ranges, and erosion and deposition of material is
filling the valley. During this time interval, there are 9
different large glacial events that create alpine and valley
glaciers in both mountain ranges. The last 3, known as
the Bull Lake Glaciation (from 300,000-130,00 years ago),
the Pinedale Glaciation (from 30,000-15,000 years ago),
and the Little Ice Age (450-150 years ago) scoured valleys,
created glacial erosional features, and added glacial till
(alluvium in the form of moraines) to the Leadville area.
Turquoise Lake and Twin Lakes were created as valley
glaciers retreated at the end of the Bull Lake event, leaving
behind terminal moraines and U-shaped valleys.
Numerous large-scale landslides also occurred during this
time as the climate experienced these episodic warming
and cooling events.
Rocks:
Deposition of 3,000-4,000 feet of loose
unconsolidated sediment fill (alluvium) the greater valley.
Imagine, without this alluvium, the peaks would have at
minimum 4,000 feet of more vertical relief  Mt. Elbert
"twice" as vertically tall!
76 - HMI WPG
MOUNTAIN TREES AND SHRUBS
Conifers
“Conifer” is a common name for trees and shrubs
comprising Phylum Coniferophyta. Many conifers bear
needlelike leaves and woody cones. Conifers are seed
plants whereas broadleaf trees are flowering plants.
Evergreen and deciduous refers to whether the foliage
remains alive through more than one growing season.
These terms are not synonymous as there are several
deciduous conifers (larch) and broadleaf evergreens (sage).
Rocky Mountain forests are fire forests. Most stands have
a less than two percent chance of surviving to 300 years of
age. In eastern North American’s deciduous forests, fire is
a minor factor because lightning is usually accompanied by
heavy rain keeping forests moist. Most trees in the east fall
due to wind. In such a fire-prone ecosystem, one of the
most crucial characteristics of nearly every tree is its fire
strategy. Most plants sprout from roots, charred stumps,
or seeds.
FIRS (Genus Albies)
Fir trees have single needles which are flat and
comfortable to grasp. Thus, they are FLAT, FRIENDLY
FIRS. They are found in cool and humid habitats at higher
elevations. Cones are found high in the treetops and stand
upright. The cones fall apart scale by scale.
Douglas Fir (Pseudotsuga menziesii) – It's not a TRUE
hemlock, hence pseudo…
ID - flat and friendly. Rough bark. Wide branches.
Distinctive "mouse behind" scales on cones. Flat needles
(1/2 -1 ½) like firs. Gray, deep-furrowed bark on mature
trees (smooth when young). Thick bark protects trees
from smaller fires and so they can be old growth. Full
crown of foliage. Unique cones w/ bracts – 3 "tonguelike" projections
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Subapline Fir (Abies lasiocarpa) – Common in Sawatch
ID - flat and friendly needles, rounded tip, one broad
stripe above, and two fine stripes beneath. Smooth, gray
bark when young, can be ridged near base when mature.
Pencil-point crown and narrow profile. Cones stand
upright in upper regions
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Upper limbs short, because as in other true firs,
they’re stiffly horizontal and brittle; if they were long,
they would not hold up to subalpine snow and wind.
Lower branches hug the ground where they need to
be to “layer” or reproduce by sprouting new roots
and stems from branches in contact with soil.
Dwarfed versions at timberline known as Krummholz
(spread exclusively by layering)
Limbs encased in snow, the better part of the year,
can be matted in a black fungus called snow mold
Cones open in late summer to germinate
CA Native American story says that mice are hiding
in the cones to escape fires
World’s tallest species. Conventional thinking has it
ranked behind coast redwood but that is an artificial
truth due to logging which targeted the earliest
Douglas-fir stands (two firs measured 400-393 feet
tall and 13’ 8” in diameter, both taller than any
redwood on record.) These heights were recorded
on the coast and may live to 1,300 years.
Top lumber species (coastal varieties) in the U.S. for
most of the 20th century
Sweet sap sometimes crystallizes all over Douglas-fir
needles. This sugar was legendary among Indian
tribes
Archibald Menzies (thus part of the scientific name)
described the Douglas-fir in 1972, David Douglas
shipped seeds to England in 1825
SPRUCE (Genus Picea)
Spruce trees have single needles that are sharp, 4-sided,
and can be rolled between your fingers. Thus, they are
SQUARE, SPIKEY SPRUCE. They are found in cool,
damp habitats often soaked by excessive snow-melt.
Spruce cones have papery scales and hang downwards at
the top of the crown. Shapes of spruce trees are lance-like,
with a robust crown. The cones on top can be
conspicuous from afar. Many spruce branch tips bear
curious conelike appendages- galls, or “houses” for aphid
larvae
Colorado Blue Spruce (Picea pungens)
ID - Blue/silver needles on tips of branches typically
point straight out (bottlebrush-like). Darker green
otherwise. Found in moist places. Cones larger (2-4
inches) than Engelmann cones, scales are thin and wavy
around outer edge. Bark gray or brown, thick furrowed.
HMI WPG - 77
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Engelmann Spruce (Picea engelmannii) – Common in
Sawatch
ID - Looks very similar to Blue Spruce, but cones very
small (1-2 inches). Found at high elevations, often with
Subalpine Fir. Engelmann’s can be dwarfed in areas
exposed to frequent winds, forming shrubby thickets
known as Krummholz. Rounder at top than firs. Scaled bark,
reddish when mature. Flaked off bark reveals pinkish
underbark. Narrow crown but branches different lengths
so looks ragged. Cones hang down.
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Wood used for construction and pulp, but is also
reported to have acoustic properties for guitars,
pianos and other musical instruments.
George Engelmann was a19-century St. Louis
physician who had a keen interest in western plants.
PINES (Genus Pinus)
Not all trees with needles are pines. Pines are
distinguished by needles in bundles, known as a fascicle, of
two, three, or five. They vary greatly in shape and size, and
can occur at almost any elevation or temperature. The
fascicles are the key clue. PINES COME IN PACKAGES
(their needles, anyway).
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Intolerant of shade and slowly stand is replaced by
shade tolerant firs and spruce
Produce both pollen and seeds and are said to be
even more competitive as atmospheric CO2
increases
Lodgepoles produce both serotinous and nonserotinous cones (serotinay only occurs after 30
years of maturity.)
A “doghair” stand is a result of overpopulation with
stems mere inches apart which severely stunts a
stands growth
The most common tree in the Rockies
Intolerant of shade so usually replaced in succession
with other conifers
The inner bark layer was an important food for
Rocky Mountain tribes
As its name suggests, it was the usual material for
teepee and lodge frames
Limber Pine (Pinus flexilis)
ID - Packages of 5 needles. Very flexible limbs. Likely to
grow in clumps of 2-4 trees. Cones 2-6in. Scales on cones
straight, NOT bent backwards.
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Grows where there is just barely enough
precipitation for trees, mixing with juniper,
mountain-mahogany, or Douglas fir
Grows in very dry soil and a regional lack of
whitebark or ponderosa pine.
Pine nuts are as big as those of whitebark and attract
bears and Nutcrackers
Threatened by white pine blister rust
Limber Pine communities rarely have enough board
feet of wood in them to attract loggers
Flowering Trees and Shrubs
Quaking Aspen (Populus tremuloides)
ID- leaves broadly heart-shaped to round, bumpyedged to fine-toothed, female and male catkins on
separate trees; bark greenish white, smooth, dark and
rough on old trees or where it’s been chewed.
Lodgepole Pine (Pinus contorta) – Common in Sawatch
ID – Fascicles (bundles) of TWO (1-3” long). Trunks long
and pole-like. High-up crowns . Yellow-green colored
foliage. Old cones are a conspicuous grey, dried up, and all
over lower branches. Very widespread and occur at most
mountain elevations.
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Serrotinous (resin coated) cones only open and seed
after a fire @ 113º - 122ºF – thus excellent
germination on bare mineral soil after
fire/disturbance. Seeds can germinate after 40 years
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Widest ranging American tree
Almost 200 species of birds and mammals use it,
from elk and beaver to grouse and pika.
Quake in breeze due to flattened leafstalks to avoid
collecting snow and snapping branches
Fire adapted- trunks die but roots survive and send
up suckers after the fire
Entire aspen groves are clones with one
interconnecting root system making them the largest
living things
Photosynthesis occurs through the green bark
Beavers rely on aspens to build lodges and dams
78 - HMI WPG
Narrowleaf Cotton Wood (Populus angustofolia)
ID: Leaves slightly darker above than beneath,
narrow, lanceolate in shape. Female and male catkins on
separate trees; round seed pods, in long strings, split three
ways to release many tiny seeds with cottony luff; bark
initially smooth, pale green, breaking into deep furrows
toward base of tree.
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Rarely grow far from water
Provide choice nest sites for osprey, bald eagle, and
heron
Rarely live to be 200 years old (short life span)
Sweet inner bark and sap of tree eaten by indigenous
people
Lewis and Clark used cottonwood canoes during
their journey
Willow (Salix)
ID: most species leaves are lanceolate, male and
female catkins on separate plants; males are the
fuzzy/fluffy ones called “pussy willows.” Found on
streambanks and wet places.
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Lots of species of Salix line Rocky Mountain
streams; they are notoriously hard to identify
Willow shoots are choice browse for moose, beavers
will eat if they run out of aspen
Tribes twisted willows into twine for fishnets,
baskets, and tumplines
Bark and roots were used in many ways to relieve
pain and inflammation
BIRD ID
HMI WPG - 79
Introduction: A guide to using this guide
1.
Always gather as much information as you can from
observing the bird before turning to this guide. Use
binoculars if you have them.
2.
Make notes about the bird’s relative size, wing and
body colors, bill shape and size, tail length, etc. Are
there any obviously unique identifying features?
3.
Listen to the sounds the bird is making. Are they
high-pitched or low-pitched? Long or short in
length? When is it making this sound?
4.
What is the bird doing? Is it eating, and if so, what?
What kind of habitat is it in?
5.
“Length,” means average length from tip of bill to
tip of tail.
6.
Birds are often dimorphic, that is the male and
female have different appearances. Take this into
consideration when identifying species.
Extra Tips for Birding Success
• Wake up early. Birds are most vocal (and thus easiest
to spot) at dawn.
• Check out multiple habitats: coniferous woods, ponds
and marshes, alpine streams, open meadows, etc.
• Be patient! Stand still and listen.
• Have another field guide handy. Sibley’s, National
Geographic, and Audubon’s guides are popular options.
• Go online and listen to recorded calls and songs for
comparison.
Gray Jay (Perisoreus canadensis)
(www.allaboutbirds.org)
Visual description: 11½” (29 cm) in length. The gray jay
is a fluffy and “round” looking bird, with a white head and
a black nape. It has a pale gray underbelly and dark gray
wings and tail. It also has a thin, dark bill and long tail.
Voice: Call is a low, harsh chuck. Song is a clear whistle.
Range: Year-round resident to Colorado Rockies.
Nicknamed the “camp robber,” for its tendency to steal
food from backpackers.
Similar Species:
Townsend’s Solitaire, Northern
Mockingbird, Clark’s Nutcracker, Loggerhead Shrike.
Steller’s Jay (Cyanocitta stelleri)
Common Birds of Leadville
Mountain Chickadee (Poecile gambeli)
(www.allaboutbirds.org)
Visual description: 5¼” (13 cm) in length. Black cap and
bib with white cheeks. It also has a distinct white eyebrow,
pale gray sides, and white underbelly.
Voice: Easily recognizable chick-a-dee-dee call is slower than
black-capped chickadee, with descending notes.
Range: Common in Rocky Mountain coniferous and
mixed woodlands. Regular visitor to HMI campus.
Similar Species: Black-capped chickadee does not have
white eyebrow.
(commons.wikimedia.org)
Visual description: 11½” (29 cm) in length. A large jay,
bright blue overall with black, crested head.
Voice: Calls include high-pitched raspy notes. Song is a
series of harsh whistles and clicks.
Range: Common in coniferous forests. A regular visitor
to HMI campus, especially when looking for leftover food
scraps on the porch.
Similar Species: Occasionally hybridizes with Blue Jay.
80 - HMI WPG
Mountain Bluebird (Sialia currucoides)
Pine Grosbeak (Continued)
Range: Found in open coniferous woods, deciduous
woods, and orchards. Not as common as other birds in
this guide, but easily approachable.
Similar Species: Red crossbill, white-winged crossbill,
house finch.
Broad-tailed Hummingbird (Selasphorus platycercus)
(kiwifoto.com)
Visual description: 7¼” (18 cm) in length. Males are
entirely blue, sky blue above and paler below. Female is
brownish gray, with dull blue wings and sandy belly.
Voice: Song is a soft, repetitive warbling.
Range: Typically inhabits rangelands and meadows above
5,000 feet. Migrates to lowland meadows and deserts for
the winter.
Similar Species: Western Bluebird has rusty underbelly.
Pine Grosbeak (Pinicola enucleator)
(www.allaboutbirds.org)
Visual description: 4” (10 cm) in length. Green above
and white below, with a whitish eye ring. Males have a
distinct rose-red throat.
Voice: Wing-beats produce a loud, trilling whistle when in
flight. Call is a metallic chip.
Range: Summers in the mountains, usually arriving in
April and leaving in September.
Similar Species: The two other hummingbirds in the area
are the Black-chinned Hummingbird and the Rufous
Hummingbird. Both are slightly smaller in size. The
Black-chinned Hummingbird produces no whistle while in
flight, and has a distinct black throat. The Rufous
Hummingbird does produce a whistle in flight, but has
rust-colored flanks and belly with some green on wings.
Black-billed Magpie (Pica hudsonia)
Male (www.allaboutbirds.org)
Female (www.allaboutbirds.org)
Visual description: 9” (23 cm) in length. The pine
grosbeak is a large and plump bird with a dark, stubby bill.
Male is a deep, pinkish red with black tail and black wings
with white wing bars. Female has gray plumage overall
with an olive-yellow head and back, with similar wing and
tail patterns as male.
Voice: Song is a short, musical warble. Typical flight call
is a rapid series of short, whistled notes.
(www.allaboutbirds.org)
Visual description: 19” (48 cm) in length. Identified by its
striking black and white colors, black above and white
below, with some green/blue iridescence on wings. A
large white wing patch is visible in flight. It has a
distinctly long tail and heavy bill.
Voice: Call includes high-pitched, quick caws. Song is
made up of loud, whining mag notes.
Range: Commonly seen in open woodlands and meadows,
especially when perched atop trees and power lines.
Similar Species: Yellow-billed Magpie.
Common Birds of the Utah Canyons
Pinyon Jay (Gymnorhinus cyanocephalus)
HMI WPG - 81
(www.allaboutbirds.org)
Visual description: 10½” (27 cm) in length. Identified by
its long, slender bill, overall blue color, and short tail. The
Pinyon Jay also has pale, white stripes on its chin and dark
wing tips.
Voice: A single nasally caw that is audible over long
distances.
Range: Common in pinyon-juniper woodlands of
mountains and high plateaus. Most often seen calling
loudly from a high point. Not shy around humans.
Similar Species:
Western Scrub Jay has more
distinguishable blue, white, and brown features, and also
has undulating flight whereas the Pinyon Jay flies with
short, rapid wing beats.
American Dipper (Cinclus mexicanus)
(www.allaboutbirds.org)
Visual description: 7½” (19 cm) in length. Dark, sooty
gray overall with flesh-colored legs and dark bill. Short
wings and tail. Constantly “bobs” body up and down
when scouting for food near streams.
Voice: Song is loud and musical. Wrenlike, without much
of a pattern to it. Call is a sharp zeet.
Range: Common along mountain streams. Will wade and
even swim underwater to find food. It is one of only 5
aquatic songbirds in the world, and the only North
American species.
Similar Species: Distinguished from other black songbirds
by unique habitat and behavior.
Great Horned Owl (Bubo virginianus)
(www.allaboutbirds.org)
Visual description: 22” (56 cm) in length. A bulky,
impressive owl with prominent ear tufts on the side of its
head that give it the “horned” name. Brown and reddish
plumage overall, with bars on underbelly.
Voice: Distinctive call is a series of 3-8 loud, deep hoots.
The second and third hoots are often short and rapid (hooh’HOO-hooo-hooo).
Range: Widespread across North America, equally at
home in deserts, forests, cities, and almost all habitats.
Similar Species: Long-eared owl has ear tufts that are
closer together on top of head. Flammulated Owl is
much smaller in appearance but has a similar call, which is
a series of single or paired low, hoarse hoots.
Tree Swallow (Tachycineta bicolor)
(www.allaboutbirds.org)
Visual description: 5¾” (15 cm) in length. All swallows
have slender bodies with long, pointed wings that allow
them to turn quickly in flight. The Tree Swallow is dark,
glossy green or blue above and white below. White
extends to below bill.
Voice: Calls and song include whistles and liquid gurgles
or chirps.
Range: Widespread, common in wooded habitats near
water. Most often seen darting mid-flight to catch insects.
Found in both the Canyons and Leadville.
Similar Species: Violet-Green Swallow is largely green
above, and the white plumage on its chin extends above
its eye. Barn Swallow has longer tail and rufous
82 - HMI WPG
(naturemappingfoundation.org)
Other Common Birds
Stumped in your bird ID quest? Check out these other
species commonly found in Leadville and Utah.
Leadville Birds
underbelly.
Burrowing Owl (Athene cunicularia)
(www.allaboutbirds.org)
Visual description: 9½” (24 cm) in length. Overall brown
coloration above with white spots above and brown and
white bars below. Its long legs distinguish it from all
other small owls, as well as its lack of ear tufts and short
tail.
Voice: Call includes two soft coos, the first short and the
second long and descending. Also makes chattering chack
notes.
Range: This ground-dwelling owl will nest in almost any
kind of open country, including meadows, golf courses,
and airports. Most active at night, though during the day
it can be seen perched dutifully at the entrance to its
burrow.
Similar Species: Short-eared owl is much larger.
Is it a crow or a raven?
Crows and ravens are often mistaken for each other.
However, many people don’t know that distinguishing
between the two is actually very simple!
American Crow (Corvus brachyrhynchos)
Visual description: 17½” (45 cm) in length. Fan-shaped,
square tail in flight. Bill is noticeably smaller than a Raven.
Voice: Call is a higher-pitched “caw.”
Common Raven (Corvus corax)
Visual description: 24” (61 cm) in length. Long,
diamond-shaped tail resembles a wedge in flight. Bill is
thicker and heavier than Crow’s. Also has shaggier throat
feathers. Often seen soaring, a behavior unique to Ravens.
Voice: Call is a low, drawn-out croak. Very throaty, and
easily imitated by humans.
Left:
Common
Raven.
Right:
American
Crow.
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Turkey Vulture
Osprey
Bald Eagle
Red-tailed Hawk
Hairy Woodpecker
Downy Woodpecker
Northern Flicker
White-breasted Nuthatch
Brown Creeper
Ruby-crowned Kinglet
Hermit Thrush
American Robin
Gray Catbird
Yellow-rumped Warbler
White-crowned Sparrow
Dark-eyed Junco
Western Meadowlark
Red-winged blackbird
Yellow-headed blackbird
Pine Siskin
Canyon Birds
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Turkey Vulture
Bald Eagle
Red-tailed Hawk
Canyon Wren
Ruby-crowned Kinglet
Chipping Sparrow
Song Sparrow
Spotted Towhee
Green-tailed Towhee
Western Meadowlark
Pine Siskin
Introduced Species
• European Starling
• House Sparrow
Sources
Dunn, J.L. and Alderfer, J. National Geographic Field
Guide to the Birds of North America, 6th Edition. 2011.
National Geographic Society, Washington, D.C.
The Cornell Lab of Ornithology: www.allaboutbirds.org.
HMI WPG - 83
OTHER CLASSES
AND
RESOURCES
R E V I E W “ C L A S S ” 87
Why do we teach this?
On students second and third expeditions it is important
to review some of the topics they have learned on prior
expeditions so that they can build on what they have
already learned. Re-teaching or having students re-teach
topics in short five-minute classes is a common way to
review material. This review game is a fun way to cover a
bunch of previously learned topics.
out conditions atop Jacob's Chair when a freak blizzard
runs train through the canyons. You and 3 tarp mates are
back at camp. You are in charge of calling HMI on the
satellite phone and must also teach your tarp mates to
navigate themselves up Jacob's Chair using a compass.
Make sure you explain all of the parts of the compass as
well as how to orient.
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Sample Class Outline and Key Points
The following outline is a good example and can be
modified to be anywhere from a half hour to an hour and
a half long depending on how much material you would
like to review. On a third expedition this might be a fun
game to turn over to the Student Expedition Leader to
facilitate.
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Put together a bunch of questions that test students
ability to explain concepts learned on prior
expeditions. It is more engaging if these questions
can be easily related the student’s experience. For
instance, navigation questions could be related to
your next hiking day or conflict resolution questions
could be related to funny on-campus drama (be
careful not to offend).
Sample Quiz Show Review Questions
-You and 3 of your tarp mates are back from Expedition 3
and are pumping serious iron at the Leadville gym. While
working out, you much each tell the others how you
exhibited 1 leadership role on the trip (Designated Leader,
Active Follower, Self Leader, Peer Leader)
-You're at Thanksgiving dinner and Great Aunt Bertha
asks you to come up with a clever phrase to remember the
7 Leave No Trace principles (such as: Pass The Donut
Left, My Righteous Brother). In doing so, you must also
state all 7 LNT principles.
-You're out for a classy Boys' Night with 3 pals. For
dinner, you're going through the BK drive through. Each
of you must play a leadership style (Driver, Spontaneous
Motivator, Relationship Master, Analyst/Architect) while
placing your order.
-Pick 2 tarp mates. Interpretive dance out the tri-fecta of
Leadership Elements (Self Awareness, Ethical Compass,
Influence)
-You and a fellow expedition member come across a
young lady in a blue dress while out hiking. She has
sprained her ankle and is lying on the ground. Perform
basic first aid: the ABCs, SAMPLE History, and a headto-toe assessment
-Think of and act out your favorite historical battle scene.
Create an alternate ending where each side uses SBI
Feedback OR VOemPing to resolve the conflict.
-You are Mike. You have recently reunited with Lisa. To
impress her you must recall an epic scenario where you
applied SGT&E principles properly while on expedition.
-Your expedition leaders find themselves trapped in white
Divide the expedition group by tarp group have
them come up with team names and have two
instructors judge and one be the host.
Depending on time and the type of question
consider having all groups try to answer the
questions independently so that they all get the
practice remembering the key elements from each
topic.
Tips for Instructors
•
Occasionally a class or two is missed by one of the
expedition groups on a previous expedition. These
classes are usually added to the next class list with a
note that not all students have seen the class yet. For
topics that are familiar to some but not all of the
students pose the questions the same way as the
others but after students respond do a quick review
of the basic concepts from the class they missed.
QUOTES, GAMES, READINGS
84 - HMI WPG
Wilderness Quotes
In wildness is the preservation of the world.
Henry David Thoreau
If you know wilderness in the way that you know love,
you would be unwilling to let it go. We are talking about
the body of the beloved, not real estate.
Terry Tempest Williams
Those who contemplate the beauty of the earth find
reserves of strength that will endure as long as life lasts.
Rachel Carson
Now I see the secret of the making of the best persons,
It is to grow in the open air and to eat and sleep with the
earth.
Walt Whitman
One final paragraph of advice: do not burn yourselves out.
Be as I am - a reluctant enthusiast... a part-time crusader, a
half-hearted fanatic. Save the other half of yourselves and
your lives for pleasure and adventure. It is not enough to
fight for the land; it is even more important to enjoy it.
While you can. While it’s still here. So get out there and
hunt and fish and mess around with your friends, ramble
out yonder and explore the forests, climb the mountains,
bag the peaks, run the rivers, breathe deep of that yet
sweet and lucid air, sit quietly for a while and contemplate
the precious stillness, the lovely, mysterious, and awesome
space. Enjoy yourselves, keep your brain in your head and
your head firmly attached to the body, the body active and
alive, and I promise you this much; I promise you this one
sweet victory over our enemies, over those desk-bound
men and women with their hearts in a safe deposit box,
and their eyes hypnotized by desk calculators. I promise
you this; you will outlive the bastards.
Edward Abbey
The love of wilderness is more than a hunger for what is
always beyond reach; it is also an expression of loyalty to
the earth, the earth which bore us and sustains us, the only
home we shall ever know, the only paradise we ever need if only we had the eyes to see.
Edward Abbey
No matter how sophisticated you may be, a large granite
mountain cannot be denied – it speaks in silence to the
very core of your being.
Ansel Adams
Thousands of tired, nerve-shaken, over-civilized people
are beginning to find out that going to the mountain is
going home; that wildness is necessity; that mountain
parks and reservations are useful not only as fountains of
timber and irrigating rivers, but as fountains of life. JMuir
Climb the mountains and get their good tidings. Nature's
peace will flow into you as sunshine flows into trees. The
winds will blow their own freshness into you, and the
storms their energy, while cares will drop off like autumn
leaves.
John Muir
I go to the wilderness to kick the man-world out of me,
to pare the fat off my soul, to make me grateful, again, for
being alive.
Colin Fletcher
There is a pleasure in the pathless woods,
There is a rapture on the lonely shore,
There is society where none intrudes,
By the deep sea, and music in its roar:
I love not man the less, but nature more.
Lord George Gordon Byron
Leadership Quotes
A leader is one who knows the way, goes the way and
shows the way.
John C Maxwell
To lead the people, walk behind them.
Lao Tzu
Leadership excellence requires a balanced mix of
paradoxes. Leaders need to be visionary yet practical,
teachers yet learners, and believers yet open-minded.
Med Yones
A leader is best when people barely know he exists, when
his work is done, his aim fulfilled, they will say: we did it
ourselves.
Lao Tzu
The challenge of leadership is to be strong, but not rude;
be kind, but not weak; be bold, but not bully; be
thoughtful, but not lazy; be humble, but not timid; be
proud, but not arrogant; have humor, but without folly.
Jim Rohn
Leadership and learning are indispensable to each other.
John F. Kennedy
A sense of humor is part of the art of leadership, of
getting along with people, of getting things done.
Dwight D. Eisenhower
Leadership is not magnetic personality - that can just as
well be a glib tongue. It is not 'making friends and
influencing people' - that is flattery. Leadership is lifting a
person's vision to higher sights, the raising of a person's
performance to a higher standard, the building of a
personality beyond its normal limitations.
Peter Drucker
HMI WPG - 85
He who has never learned to obey cannot be a good
commander.
Aristotle
Self, Challenge, Experience Quotes
It is our choices, Harry, that show what we truly are, far
more than our abilities.
Albus Percival Wulfric Brian Dumbledore
Ralph Waldo Emerson
As with flowing water, the lives of young people are
directed by forces, both apparent and hidden, that they
encounter.
Unknown
A ship in the harbor is safe, but that’s not what ships are
built for.
William Shedd
There is nothing like returning to a place that remains
unchanged to find the ways in which you yourself have
altered.
Nelson Mandela
Each time a man stands up for an ideal, or acts to improve
the lots of others, or strikes out against injustice, he sends
forth a tiny ripple of hope, and crossing each other from a
million different centers of energy and daring those ripples
to build a current which can sweep down the mightiest
walls of oppression and resistance.
Robert Kennedy
The truth is that part of mountain climbing is to push
oneself to one’s limits. This is not to say that you
deliberately try something you know you can’t do. But
you do deliberately try something which you are not sure
you can do.
Woodrow Wilson Sayre
What lies behind us and what lies before us are tiny
matters compared to what lies within us.
Ralph Waldo Emerson
In wisdom gathered over time I have found that every
experience is a form of exploration.
Ansel Adams
Try not! Do, or do not. There is no try.
Yoda ('The Empire Strikes Back')
Your life is the sum result of all the choices you make,
both consciously and unconsciously. If you can control
the process of choosing, you can take control of all
aspects of your life. You can find the freedom that comes
from being in charge of yourself.
Robert F. Bennett
The ultimate measure of a man is not where he stands in
the moments of comfort and convenience, but where he
stands in times of challenge and controversy.
Martin Luther King, Jr.
Look to this day, For it is life, the very life of life. In its
brief course lie all the verities and realities of your
existence the bliss of growth, the glory of action, the
splendor of beauty.
For yesterday is but a dream and tomorrow is only a
vision, But today well lived makes every yesterday a dream
of happiness and every tomorrow a vision of hope.
Look well, therefore to this day. Such is the salutation of
the dawn. Sufi Salutation of the Dawn.
Games
Strength is a matter of the made-up mind.
John Beecher
It is good to have an end to journey towards, but it is the
journey that matters in the end.
Ursula K. Le Guin
The brave man is not he who does not feel afraid, but he
who conquers that fear.
Nelson Mandela
Success is the sum of small efforts, repeated day in and
day out. Robert Collier
Nothing great was ever achieved without enthusiasm.
Ah
So
Koh
1. Begin with the entire group standing in a circle.
2. There are four hand signs that players can use to
transfer the energy to other players: 'Ah,' 'So,' 'Koh,' and
'No.'
AH: When you say 'ah,' place your hand flat above your
head. Point it in either direction. 'Ah' starts the game and
passes the 'energy' to the person standing in the direction
that you pointed.
SO: When you say 'so,' place your hand flat in front of
your chest. Point it in either direction. The proper
response to 'ah.' Passes the energy to whomever you point
to.
KOH: When you say 'koh,' point at someone across the
circle. This transfers the energy to the whomever you
point. The person who receives the 'koh' can say either
'ah,' starting the cycle over again, or 'no.' NO: When you
say 'no,' cross your arms in front of you in an 'x.' A 'no'
86 - HMI WPG
sends the energy back to the person who said 'koh.' The
person who receives the energy from a 'no' must return to
'ah,' and start the process over again. 3. When a player
screws up, either by responding incorrectly or taking too
long to respond, the group lets them know by saying, all
together, "You're outta here!"
Murder
1. Have everyone sit in a circle and close their eyes.
2. Choose someone to be the 'murderer' by tapping them
on the head.
3. Have everyone open their eyes. The game has begun.
4. The murderer tries to kill as many people as possible by
winking at them. If a player receives a death wink, they
should wait about five seconds and stage a dramatic death.
Dead people can no longer play.
4. If a player thinks they know who the murderer is, then
they must raise their hand and make the accusation. If
they are right, the game is over. If they are wrong, they are
dead.
Pictionary
Props: Mylar and dry erase markers, note cards and pens
Playing the game:
1. Divide the group into evenly matched teams of two,
three, or four.
2. Each team selects an artist to draw an image of a word
or well-known phrase that is written on a piece of paper.
3. The remainder of the team must translate the message
that the artist is attempting to convey in an allotted time.
4. The artist may not speak or draw letters or words on
the mylar board.
Blob Tag
Props: none Playing the game:
1. Begin with one it.
2. Everyone that it tags holds hands with it to form a large,
blobby it. Anyone holding hands with it can tag free
players.
3. The object of the game is to be the last one caught.
4. A variation - mitosis tag - can be played by allowing the
blob to divide into groups of two, three, or four.
The Couch Game/Celebrity
Props: Paper and pens
Two teams, every participant writes down the name of 2
famous people or characters on small piece of paper.
Teams take turns, one member stands in front of their
team and describes the person/character on the piece of
paper. Each team has one minute to guess as many names
as they can. Keep score of how many names each team
guesses.
The second round players may only use one word to
describe the names on the papers. Again, take one minute
turns guessing, and play until you have gone through all
pieces of paper.
The third round players may not use any words, only
actions to describe the names on the papers.
Continue to keep score throughout the
game.
Dragon's Tail
Props: 1 bandana
Playing the game:
1. Have the group form a line with each player's hands
grasping the shoulders of the player in front of them.
2. The last person in line has a bandana (dragon's tail)
stuck in the back of their pants.
3. The object of the game is to have the first person in the
line (dragon's head) grab the bandana without breaking
the
line
(dragon's
back).
Birdy on a Perch
1. Partner up
2. One partner is the birdy, the other is the perch
3. The birdies form a large circle, and the perches form a
smaller circle within the birdies’ large circle
4. When the commander says “birdies fly,” the circles
rotate in opposite directions
5. When the commander says “birdy on a perch” the
partners find each other and the birdies must be lifted off
the ground any way that they can
6. The last pair with the birdy still on the ground is out
and the game ends when only one pair is left
Elbow Tag
Props: none
Playing the game:
1. Have pairs of players, linked at the elbow, scatter
themselves about the playing field.
2. It will chase a single player around the field until that
player is either caught by the it or has joined elbows with
one of the members of a stationary pair.
3. The other member of the pair is now the chasee.
4. Vary the game by adding multiple its and chasees. The
its can only chase a single, designated chasee.
Cheerleader
1. Everyone in the group finds a partner and battles it out.
When one player loses, he or she becomes the winner’s
number one fan. The fan follows the winner around
cheering on. When a player is defeated, all of his or her
fans become fans of the person he or she lost to. It
eventually comes down to 2 players, each with a large
crowd of fans circled around them.
3. The battles between players happen as follows. Players
count to three and then perform one of the following
moves:
Giants, Wizards, and Elves
1. Set up the play space. A large open area works best.
Mark off a large center area with a dividing line in the
center, and two safe zones, one at each end.
2. Divide the group into two teams. Each team is assigned
a specific end of the field.
3. The game is like a larger version of rock, paper, scissors.
HMI WPG - 87
Giants (some sort of trollish gesture and a grunting roar)
beat wizards, wizards (pointing, zapping fingers) beat elves,
and elves (crouching, hunched over, drawing an imaginary
bow)
beat
giants.
4. Each group huddles in their own safe zone to decide
whether they want to be giants, wizards, or elves.
5. After reaching a decision, each group comes to the
center
line,
facing
the
opposing
team.
6. At the count of three, the groups reveal their identities.
7. The winning team then chases the losing team back to
the losing team's safe zone. Member of the losing team
who are tagged become members of the winning team.
Ichi Meeny Hoi
Split group into two teams
Mark out the course or field in the shape of a large square,
approximately 25 feet by 25 feet.
Both teams start on one side of the square. One member
of each team walk, toe to heel in opposite directions along
the periphery of the square.
When the two players meet each other along the periphery,
they play rock paper scissors. The winner moves on, the
loser leaves the course and the loser’s team sends another
player around the square to meet the winner.
The object of the game is to get all team members around
the square.
Mingle
There is one person calling commands, and everyone else
is “mingling” in a circle.
The commander calls a series of commands involving two
or three people. Whomever fails to obey the command
quickly, is out and must leave the mingling circle.
Commands are as follows:
Princess: one person jumps in another person’s arms,
Knights at the table: one person gets on their hands and
knees as the table and two others squat next to the table
and pretend to eat.
Knight me: A “king” stands above a kneeling “knight.”
The king moves his straightened arm from shoulder to
shoulder
3. You can make up other commands involving more
people. Object of the game is to be the last person in the
mingling circle.
Miniature Tanks
Props: none
Playing the game:
All players face each other in a circle on their hands and
knees. Players are allowed one motion, a forward crawl
chanting “miniature tanks, miniature tanks.” At the same
time, all players begin crawling and chanting. The goal of
the game is to get to the person’s spot across the circle.
What actually ends up happening is everyone ends up in a
pile in the middle of the circle. This is a good silly
icebreaker where no one really wins.
Ninja
All players start in a tight circle with one hand in.
On three, everyone jumps away from the circle and holds
the position in which they land.
Moving around the circle, each player has one “move” to
try to hit another players’ hand. Even if the physical order
becomes mixed up, the order of turns must remain the
same.
If a player’s hand is hit by another player, that player is out.
The winner is the last person out of the game.
Predator-Prey
1. Set up the play space. A large wooded area works best.
Mark off a large center area (200x100 feet or larger) with
two safe zones at the end.
2. Select four or five players to play the role of predator
(it). The rest of the group will be prey (chase).
3. The predators start in one safe zone and the prey start
in the other.
4. Once the game starts, the predators' role is to tag as
many prey as they can. The prey are to make it to the
predators' safe zone without being caught by the predators.
5. Set a long time limit and encourage alternatives to speed
as survival strategies.
Protector Tag
1. Have the group form a circle and hold hands with one
player -it - free of the group on the outside of the circle.
2. One member of the circle becomes the chasee. The
chasee must remain part of the circle. 3. The rest of the
circle maneuvers itself to protect the chasee from the it.
Run Rabbit Run
1. Set up the play space. Mark a starting point and a safe
zone at opposite ends of a large, flat, open area.
2. Select a few players to be carnivorous its (eagles,
coyotes, wolves, mountain lions). The remainder of the
group will be rabbits.
3. The object for the rabbits is to be the last rabbit
running.
4. When ready, the foxes yell "run, rabbit, run."
5. The rabbits start fifteen feet ahead of the its and try to
make it to the safe zone at the opposite end of the field.
6. When caught, the rabbits must sit down where they are
and become rabbit traps. They can tag rabbits, but they
must stay seated.
7. The game ends when there are only a few rabbits left.
The last rabbits running become its for the next game.
8. Can be debriefed as an environmental education
exercise.
Wa
1. Have everyone stand in a circle, shoulder to shoulder
facing inward
2. With hands together above the head, one person starts
sending the “Wa” across the circle by yelling “Wa” while
simultaneously swinging his hands down in front of him
88 - HMI WPG
(same motion as chopping wood with an axe).
3. Whomever receives the “Wa” brings their touching
hands straight above their head while yelling “Wa”
4. The two people on either side of the recipient in unison
chop sideways toward the recipient, yelling “Wa”.
5. The recipient then swings her hands strainght down,
yelling “Wa” and sending the “Wa” to another part of the
circle.
The point is to keep a steady beat of “Wa’s” going. If
someone misses a “Wa” or is off beat they sit down where
they are and the group continues to play over that person.
This can be challenging and confusing when three or four
people in a row are out, players must “Wa” over them.
Initiatives
All Aboard
You need a sturdy table or platform that is large enough
to hold the whole group - but just barely. If you don’t
have this, you can put tape on the floor to enclose a space
of this size. The instruction for the game is simply for
everyone to get on the table (or fit into the space).
Blind Design
Have each participant find a partner and sit back to back.
Each person needs a piece of paper and a pencil. Have
one partner secretly draw a simple picture. The artist’s
goal is to get her/his partner to draw the same picture
without showing it to her/him. Partners describe the
picture to each other, but don’t tell them exactly what to
draw. i.e. don’t say “draw a house.” When they are done,
share the pictures and swap tasks. You can also add
limitations such as “artist cannot ask questions, artist can
ask questions. Process point: What did you learn about
communication skills and giving/receiving directions?
Human Machines
Divide your group into teams of three. Each group is told
to devise a machine that can move a prescribed distance
(15-20 ft). The catch: only 2 legs and 2 arms of the 3
person may touch the ground. Also, once a machine had
covered the prescribed course, that team has a patent on
their methods of movement and no other group can
duplicate it. Only one group can go at a time. How did
you develop ideas? How did you make your final decision?
Flip
Use a ground tarp large enough for the entire group to
stand on it leaving roughly one quarter of it empty. Divide
the group into separate teams if necessary. Once the
group is standing on the ground cloth, challenge them to
flip it over entirely so that everyone is standing on the
bottom side of the ground cloth.
Line Up
Give everyone a blindfold and ask them to put them on.
Next, tell the group that everyone is mute. Ask them to
line up by age form youngest to oldest. Add that if two or
more people are the same age they must be in ascending
birthdays. Note: You can line up by mothers maiden
name, birth month, birth year, first letter of middle name,
etc…
Community Game
Ask participants to form groups of the specific number
you call out. They should attempt to do so as quickly as
possible. A group is formed by circling together - holding
hands or arms. If individuals are unable to make a group
of the appropriate number, they are out of the game.
Continue calling numbers until only two people are
remaining. The remaining two are the winners.
Magic Elevator
Group members sit or stand all together. The object is for
the group to count to ten together without jumping on
each other’s words. Members may not talk except to count.
They may communicate non-verbally. Facilitator’s Note:
Add a degree of difficulty to this game by having members
stand facing front in lines.
Stand Up
Sit on the ground/floor back to back with your partner,
knees bent and elbows linked. Now attempt to stand up,
supporting one another. Once you’ve mastered this, join
another pair and attempt it with four people. Continue to
add pairs. Can you do it with, 8, or 10?
Tangled Knot
Form groups of 8-12 people and stand in a circle. Ask
everyone to extend both hands to the middle of the circle.
Each person needs to grasp the hand of another person
across the circle, without both hands being connected to
both hands of another person. Open eyes. Without letting
go of hands, the group is to unwind, freeing themselves of
the knot, forming a circle. Note: Grips may change and
palms may pivot on one another, but contact must be
maintained. To make it more challenging, don’t allow the
participants to talk to one another.
Trust Tag
Divide the group into pairs and blindfold one person
from each pair. Designate the boundaries of a safe playing
area and choose one pair to be It. Those who are
blindfolded play a game of tag while their partners verbally
guide them through the game. Only verbal guidance may
be used. Have partners switch who is blindfolded halfway
through the game.
Why is trust important when you are working with others
or in a relationship with others?
Matchstick Exercise
Break the students into pairs and have them quickly
collect six sticks per person. The sticks should be roughly
all the same size and about the size of matchsticks. Have
them sit back to back and place their six sticks between
their legs. The object is to have one of the two people (A)
build a two-dimensional (i.e. cannot be standing) figure in
front of him/herself. Person A must then communicate to
his/her partner (B) how to build that shape. In the end
both person A and B will have the same figure in front of
HMI WPG - 89
themselves (hopefully). NOTE: Person A cannot build a
house and say, “Make a house looking figure” or make a
square and then say, “Make a square”. Use words like
perpendicular to, parallel, at ninety degrees, crossing etc.
If your students are into it, then bring them one step
further.
Churning
Estimated duration: 30 minutes to 90 minutes; can be split
up
Learning outcome this class supports:
-Every student has had at least one intentional
conversation with every other student on the course.
-Student learn about one another – as per questions below
-Students focus their own presence in the course – by
answering the same question repeatedly.
Recommended timing on course: Night 1 and day 2
Pre-requisites for teaching this class: Name games
Content/Activity outline:
These are “get to know you” activities. Focused
conversations in two person and three person groups.
1. Walk-and-Talks
-Have 2-3 questions for the students to ask of each other.
Some examples:
-What brought you to HMI?
-What is leadership to you?
-What do you hope to accomplish in the next two weeks?
-What are you looking forward to?
-What are you nervous about?
-Provide tips for interviewers, i.e. asking good questions,
“tell me more…”
-Give students time and perhaps structure for these
conversations to happen on day one
-Walk around in one large or in two smaller groups – 2x2
fashion – give them 10 minutes with each pairs to ask
each other the given questions.
-When finished each student has asked the same question
of each other.
2. Interview and Introduce
3. Other
Helium Pole
Estimated duration: 15 – 30 minutes with reflection
Learning outcome this class supports: Discoveries about
self and group in terms of the MBTI, (and many other
possibilities)
Why are we doing this? How does it fit?: This exercise
provides a simple experience that surfaces aspects of the
MBTI and other TLE curriculum
Recommended timing in the course: Whenever the group
needs another initiative.
Set-up:
Give the whole group some sort of pole or stick
(approximately the length of a tent pole). The goal is for
the entire group to lower the pole to the ground adhering
to the following rules:
-The pole starts at around chest height.
-Once the activity begins there is no talking.
-Everyone must have both hands on the pole at all times.
-The only part of your hands touching the pole must be
one finger, that finger must be “knuckles up to the sky.”
If any of these rules are broken at any point, then the
group starts over with the pole at around chest height.
Other Options
Give your group a couple of times to plan a strategy
(make sure this time is specific and relatively short.
Blindfold one member of the group.
Debrief this exercise in various ways.
Compiled
from:
1 Bradley, R. (1998). YMCA camp greenville group dynamics
handbook.
Greenville,
SC:
YMCA.
2 Ronke, K. (1984). Silver bullets: a guide to initiative problems,
adventure games, and trust activities. Dubuque, IA: Kendall-Hunt.
3 National Outdoor Leadership School. (2001). NOLS
adventure resource guide. Lander, WY: Author.
4.High Mountain Institute, The Leading Edge Curriculum
Guidelines
Notes and Ideas
90 - HMI WPG
CANYONS
INTRODUCTION
Half of HMI Semester expeditions are conducted in
canyons of Southwest Utah including the Jacobs Chair,
Dark Canyon and Cedar Mesa Areas. This section
discusses issues specific to canyons courses.
PACING FOR FEBRUARY EXPEDITIONS
It can be difficult to gage how much a group can get done
in any given day on a February trip to the canyons. Here
are a few points to consider.
•
PROGRESSION
TRAVEL TO THE CANYONS
The typical driving route to the canyons takes about eight
hours. Take a few minutes to discuss potential driving
hazards and alternate plans before getting on the road.
Here are the directions:
•
•
•
•
Take 24 to Minturn (35 miles)
Merge onto I-70 (220 miles)
Take exit 182 onto 191 south (110 miles) the cisco
exit and River Road (128) to Moab is another option.
Just after Blanding take a right onto 95, most of the
trailheads are on roads that branch off of 95 after
30-45 miles
•
•
CANYONS LNT
•
•
Road Boss Responsibilities
•
•
•
Pre-trip reminders to drivers before getting on the
road (lights, speed, stops, hidden key places, etc.).
Call EC from Blanding on the return trip to report
student issues, doctor appointments, what time
groups are likely to be back on campus.
Call from Bair Ranch Rest stop so the EC has an
accurate estimation of when groups will arrive.
Typical stops
Bair Ranch- Exit 129 on I-70. One and a half hours from
HMI, good bathroom stop.
Fruita, Starvin Arvins- Take a left after getting off Exit 19
on I-70. Gas and food.
Fruita, City Market- Take a right after getting off of Exit
19. Gas and food.
Moab Visitor Center- On the corner at the second or third
stoplight when coming into Moab from the north. Good
bathroom stop.
Moab City Market- On the left on the main street in Moab.
Gas and food.
Blanding Shell- The last gas station in Blanding, on the left
and across from the ALCO. There is a water faucet in the
back of the building.
Blanding Visitors Center- As you enter Blanding on the
left. Good bathroom stop on the way back from the
canyons.
On the Road Camping Options
Comb Wash- Take a left at the bottom of Comb Wash on
95. This is the typical place to camp if you don’t drive all
the way to your trailhead. Don’t try camp at Comb Wash
during third expedition in the spring as it is likely to be full
of RVs and other Campers.
North of Comb Wash- Take a right across from the
typical Comb Wash camping.
Near Kane Gulch turn-off- Just before you get to the
Kane Gulch turn take a left into a large parking lot.
Mornings can be cold. Particularly in the first few
days, it will be hard to get out of cam before 10 or
11am. If you plan for a slow start you won’t be
disappointed that it takes so long for students to get
packed up.
Short days of only a few miles will hopefully leave
time for classes. Inclement weather and challenging
terrain may mean that it is hard to get to classes for
a few days, be ready to seize the opportunity to do
classes when you get a sunny day.
When possible camp in south facing areas, they will
be significantly drier and warmer making in-camp
activities much more enjoyable.
•
Whenever possible, camp in areas free of
cryptobiotic soil, preferably on slickrock.
When hiking off trail on Crypto, concentrate impact
by having students follow in each other’s footprints.
Note the number of trails winding
through crypto in areas such as Dark
Canyon and Grand Gulch.
Water sources are often small and
stagnant potholes. Any activity other than retrieving
water (swimming/wading, washing) fowls these
sources.
CANYONS RISK MANAGEMENT
CONSIDERATIONS FOR COLD WEATHER IN THE
CANYONS
Finding Water
Finding water when it is cold can be a challenge, often,
small potholes freeze solid. Mark the biggest water sources
on your map and be ready to spend some time breaking
the thick ice on top to get to the water. Consider bringing
½ a liter per stove per day on the off chance that you need
to melt snow or ice for a couple of days.
Staying Warm
The third expedition in the fall and the first in the spring
can be dark and cold. Temperatures have reached as low
as -5F on some nights and high temps and can be in the
twenties. On cold nights hanging out in sleeping bags for
meetings is highly recommended unless it is excessively
wet or snowy. Be creative, ground cloths can be a good
“skirt layer”, stuff sacks can double as muclucks, and you
can find lots of other tricks to make your group more
comfortable.
FLASH FLOODS
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•
•
Flash flood occur in the canyons as a result of rainor melting snow- in the canyon’s watershed.
The rate at which water rises is determined by many
factors, but it will certainly rise very quickly if you
are in a slot canyon and it is raining very hard and
much less quickly (or not at all) if you are in a broad
canyon experiencing only a light rain.
If hiking in a canyon wash while it is raining, note
places where you and your group can reach higher
ground, and try to avoid sections of canyon that are
HMI WPG - 91
•
particularly narrow with no places to escape to
higher ground.
If you are forced to camp in an area exposed to
flooding, brief students on how to respond to rising
water.
92 - HMI WPG
INSTRUCTOR NOTES FOR STEEP & EXPOSED TERRAIN
(CANYONS)
Reading Tricky Terrain
1. Plan ahead and prepare- Make sure to closely examine
off trail comments on the TOPO files on the network
Gather this info for possible changes to you may make to
your itinerary.
2. Macro route finding- Use the knowledge that you have
gained from seeing other similar canyon features. Narrow
your options from a one mile cliff band to a hundred yard
section that may offer passage.
3. Micro route finding- Find a suitable route at close range,
in tricky areas you may want to try several routes without
students before committing the entire group.
Terrain Types
3rd
Class
Terrain that you can just barely do with a
cup of coffee in your hand. Advanced dog
terrain.
4th Class
Use of both hands probable. Fall would
likely result in injury.
5th Class
Fall would result in injury or death.
Intermediate protection points and belay
used.
Techniques for Managing Students in Steep and Exposed
Terrain
Scouting- Depending on your objective you may be trying
to find the easiest terrain to travel through or a good
challenge/teaching opportunity. Take the time to find the
way that most closely meets your needs. Scouting saves
your group time in the long run, explore your options
thoroughly and carefully.
Describe and Explain- Inform students of the consequences
of their actions. Warn against complacency on terrain they
are comfortable traveling in.
Modeling- Show the easiest way to move through terrain.
Coaching- Be in a place that you can see a student move,
explain the critical hand and foot placements.
Travel with out a pack- During travel days you will move
most efficiently if everyone keeps their packs on. Pack
passes or hauling are useful for surmounting small steps,
but are extremely time consuming if you need to move
packs up more than 15-20 feet (tie into 2 pack straps).
Spotting- Often overused. Your size, weight, and stance
should be considered. You are unlikely to be able to
effectively spot a climber whose feet are higher than your
shoulders. Use for 3rd Class or short 4th class steps.
Handline- Gives students the added security of additional
handholds. Secure on both ends if using for a traverse.
Use for 3rd class or short sections of 4th Class terrain.
Short pitching- Belaying students (often with a swami belt)
using a hip belay or terrain belay. Use for 3rd and 4th class
terrain.
What kind of gear should we bring?
Grand Gulch- Equipment for up to short pitching terrain
(short sections of 4th class). Typically including, several
locking biners, 50’ rope, 2-3 pieces of 10’ webbing, ATC.
You can bring less or no gear if traveling on routes where
no handlines are necessary.
Collins-Slickhorn Route- Pack passing, possible hand lines,
possible short-pitching, use caution when determining
when independent student travel may be appropriate. See
notes in map software about how to travel when near the
San Juan River.
More Technical Routes (some expeditions to Dark Canyon and
Jacobs Chair)- Equipment for rappels, belaying etc. A
typical kit may include: 100’ rope, 80’ handline, 3-4
harnesses and helmets, 2 belay devices, webbing, 4-8
carabiners.
Should we be wearing harnesses?
Harnesses should be used in fifth class climbing/rappels.
Webbing swami belts will often suffice for 3rd and short
sections of fourth-class terrain. Harnesses may be prudent
in longer fourth-class sections.
Should we be wearing helmets?
Helmets
are
mandatory
for
fifth
class
climbing/belaying/rappelling. If you are wearing a harness
you should probably be wearing a helmet. Use your
judgment in less technical terrain.
Can we cross water?
Crossing pools in slot canyons that require your feet to
leave the bottom of a pool can be considered depending
on student ability, air temperature, water temperature,
distance h of students, etc. Use your judgment and scout
the crossing if possible.
As a faculty member what types of canyon terrain can I
manage students in?
Where and how you manage students in “technical
terrain” should be based on: previous experience and
training, comfort level, ability to read terrain, climbing
ability, and ability to manage students and rope systems.
Other key factors to consider include, level of institutional
knowledge about a given route and whether you have
already traveled the technical section of the route as a
supporting instructor.
Many organizations check instructors off as able to lead
“technical canyons trips,” at HMI routes are considered to
fall somewhere on the continuum from straight forward
hiking to those with unknown technical difficulty where
instructors may be forced to improvise technical systems.
At HMI we have the luxury (because we are a small
organization) to pair instructors carefully with each
canyon route. If you are unclear about what types of
terrain you should be managing students in see the
Director of Wilderness Programs and Risk Management.
Also see the Preferred Qualifications section earlier in this
document.
What types of terrain should Apprentices manage?
In general apprentices should only be managing students
in 3rd class terrain (without direct oversight from a faculty
HMI WPG - 93
member). Many apprentices will get a chance to do a
canyon terrain training before going on an expedition to
Utah, this helps apprentices to more quickly evaluate
terrain once in the canyons. This training also helps
familiarize apprentices with the basics of managing
students in steep and exposed terrain. Faculty are
encouraged to include apprentices in as much of the
student management as they feel comfortable with. Good
examples would be overseeing an apprentice setting up a
handline or having an apprentice lower students after you
have shown them how to do it.
Where can I find more information about how to use
technical systems?
Follow guidelines as described in the Climbing Chapter of
this document NOLS Climbing Instructor Notebook (you
can find a copy in the gear room).
TERRAIN TOUR
A terrain tour in the first couple of days can be valuable
experience and a great way to evaluate the student’s
comfort level, personal, and group risk management.
Points to consider for terrain tours:
-Show and describe the differences between 1st through 4th
class terrain. If possible and appropriate practice using a
handline.
-Explain that the extreme for unsupervised terrain for
students is third class terrain (little to no exposure). When
possible students should remain a body length from edges.
-Explain that in general, students should not be in types of
terrain that they have not been in with instructors. For
example, they should be in pack passing terrain with
instructors before they are in the same type of terrain
without supervision.
-Review anticipating terrain to come (paying attention),
the hazards of complacency and strategies for scouting
(among other topics).
CANYONS- SENSE OF PLACE
R E S O U R C E S 88
The canyon lands of south-east Utah is an area rich in
human and natural history. The area has a truly unique
landscape that has captivated and inspired nearly 30
semesters of HMI students. The areas that HMI visits
include Cedar Mesa, Dark Canyon, and Jacobs Chair. This
section includes background reference materials which can
be introduced as instructors deem appropriate.
into the ground, or built in protected areas under
overhangs or high in the cliffs. The sites were chosen for
their proximity to farmlands and their defensibility against
enemies. Many of the structures found higher in the cliffs
were actually used to store food. Some ruins have been
excavated and stabilized to make them easier to see while
some have been developed so they are easier to access.
Inevitably, the Anasazi population grew beyond the
carrying capacity of the land and local ecology that along
with drought led to “nutritional stress” amongst the
people. This food stress brought about unknown raiders
that murdered entire Anasazi families. After the Anasazi
had gone, explorers, Mormon settlers, gold & uranium
prospectors and many more adventurers passed through
the land.
1847 the Mormon pioneers entered into northern Utah
and expanded southward. 1879 as an effort to pursue
peaceful relations with the Native Americans, the
Mormons began trying to settle the land and deter the
common ideal of lawlessness that the Western frontier
evokes.
Jacob’s Chair
Located in San Juan County, was named after a wealthy
and well respected rancher, Franklin Jacob Adams.
Married to Lucy Bronson, Jacob was a hard working and
impulsive man. Jacob was camping in a cave in White
Canyon with two other men on a rainy night. In the
morning when the men awoke, the rain had flooded the
canyons and the men packed their horses to move to
higher ground. The horses refused to cross the swift
streams until finally, Jacob dug his spurs into the side of
his horse Sam and the two entered into the river’s current.
It is assumed that either the force of the river or a large
rock hit the horse, because both Jacob and Sam went out
of sight. Sam managed to escape the current further down
the river; however, they didn’t discovered Jacob’s body
until two days later. Jacob was so loved and respected by
the community that they named a rock formation after
him, and thus we have Jacob’s Chair.
CANYONS CULTURAL HISTORY
Basic Timeline of Southwest Human History
Roughly 800 to 2,000 years ago, much of Utah was
inhabited by Ancestral Puebloan Native Americans that
left hundreds of cliff dwellings and ruins. Anasazi, the
term used to identify these people means “Ancient
Strangers” or “Ancient Enemies.”
The natives primarily cultivated corn, beans and squash as
well as some wild foods, made stone tools, baskets, and
pottery and pecked or painted rock panels with
petroglyphs and pictographs on cliff faces. They lived in
permanent homes built out of stone, mud, and wood.
These structures were built on the ground surface, dug
BASIC CANYONS GEOLOGY
The Colorado Plateau encompasses roughly 140,000
square miles in the four corners region of Utah, Colorado,
Arizona, and New Mexico. The plateau ranges in elevation
from 3,000 to 14,000 feet with an average of 5,200 feet.
The area averages about 10 inches of precipitation a year
due to the rain shadow effect from the Sierra Nevada
Mountains of the West Coast. These mountains prevent
Pacific, moist air masses from reaching the southwestern
states.
Vocabulary (Taken from “Canyon County Geology”):
94 - HMI WPG
Arches: Created by wind and water erosion, but not
flowing-water erosion. Arch openings start in thin walls of
rock at points where the chemical composition of the rock
allows faster erosion by rain and seeping moisture. In very
few cases, the opening may be caused by a rock collapse
based upon the release of internal rock strain. Once the
opening starts it is slowly enlarged and rounded out by a
combination of erosion and internal stress force.
Butte: A conspicuous hill with steep sides and a flat top.
The top is usually a cap-rock of resistant material. This
structure is frequently an erosional remnant in an area of
flat-lying sedimentary rocks.
Crossbedding: The thin, sloping layers that compose the
rock seen in canyon country. These layers were formed
when the sand was first deposited, either by water in a
stream or wind on dunes. As the water flow or wind
direction changed, the angles of deposit changed, leaving
the crossbedding that later became a part of the rock.
Desert Varnish: The dark, lustrous coating often seen on
rock surfaces in desert areas. It is composed of either
manganese or iron oxides that have been slowly leached
from the rock and deposited on its surface. In canyon
country, dark blue-black or brown desert varnish
commonly occurs on the surfaces of harder types of
sandstone that have been exposed to the air for a long
time, and on harder rocks and pebbles in some places.
Mesa: Spanish for table, and another name for mesas is
table mountains. Mesas form in arid climates in regions
where nearly flat rocks, either sedimentary beds or large
lava flows, serve as caprocks. These resistant layers protect
the rock beneath them from eroding. Generally larger than
a butte.
Potholes: holes of varying depths in the upper surfaces of
sandstone strata. They can vary in size from a shallow
depression an inch or so deep and a foot or two in
diameter, to sheer-walled holes twenty or thirty feet deep
and fifty feet or more in diameter. Potholes of all sizes
collect and hold water. In regions such as canyon country,
this water provides moisture for a variety of life forms,
some of them unique to desert regions. Even the
shallower potholes, with their rare and brief collections of
water, play a vital part in the life cycles of such tiny
creatures as fairy shrimp and desert shrimp.
SlickRock: refers to exposed masses of relatively hard
sandstone, in particular the kinds of sandstone that erode
into great, rounded monolithic shapes and surfaces such
as Cedar Mesa. The origin of the term is unsure, however,
many believe it was likely coined by pioneers who found
almost any kind of solid rock to be “slick” to their steelrimmed wagon wheels and horses’ hooves.
Spire: A tall and thin rock formation, similar to a butte
only thinner than it is tall.
COMMON DESSERT PLANTS
Yucca: Perennial, have strong roots, thick/waxy cuticle,
leaves evolved into sharp spines, keeps dead leaves around
for shade/wind protection, leaves shaped to funnel rainfall
directly into center of the plant.
Mormon Tea: Leaves evolved into something else (tubes)
to lessen wind effect, taste bitter (less herbivory), perennial,
thick/waxy cuticle, tall tubes disperse seeds in wind.
Cacti: Perennial, succulent, change leaf form (spines ARE
leaves), open stomata only at night, bloom at night, have
spines (armor), keep dead stems around, thick/waxy
cuticle, strong and spreading roots.
Sagebrush: Perennial, small leaves, hairy leaves,
strong/woody roots and stems, deciduous AND
evergreen, large root to plant size ratio (spreading roots
AND taproot), tall stems for seed dispersal, keep dead
stuff around, be low to the ground (small), grow fast and
propagate quickly.
Pinyon Pine: Perennial, strong roots, evergreen, thick/waxy
cuticle, open stomata only at night, leaves evolved into
something else (needles!!), cones, woody stems.
Stratified: Exposed rocks and sediments are separated
into distinct layers, with each layer having its own special
characteristics
HMI WPG - 95
Tamarisk: Tamarisk (Salt Cedar) was introduced by the
Department of Agriculture in the early 20th century for its
beauty and ability to prevent riparian bank erosion.
Quickly becoming an invasive species, Tamarisk has since
changed the landscape of many riparian areas and taken
over acres of beachfront.
Juniper: Perennial, self-prune, spreading roots, evergreen,
leaves evolved into something else (scaly needles), cones,
woody stems.
Tamarisk’s deep root systems, propensity for growing in
dense stand monocultures, consumption of large amounts
of water without providing animal habitat, and ability to
thrive in environments usually inhabited only by the
thrifties desert plants are some of the features that have
resulted in its status as a desert invasive. Tamarisk spreads
12 miles per year and is now established in every tributary
of the Colorado River. Dense Tamarisk stands increase
incidence of wildfire, decrease animal and plant diversity,
and alter stream hydrology. Furthermore, shading from
Tamarisk prevent Cottonwood seedlings from
germinating, causing a decline in Cottonwood
communities.
There are two primary efforts to control the spread of
Tamarisk in the Southwest - SURP (Southeast Utah
Riparian Partners) and Tamarisk Coalition in Grand
Junction, CO. These groups joined forces to create and
pass the Salt Cedar and Russian Olive Control
Demonstration
Act,
authorizing
funding
for
demonstration remediation projects in the region.
Horseshoe Canyon is the site of efforts to control
Tamarisk and shows promising signs of restoration - more
Cottonwood seedlings and evidence of a rising water table
in the region.
SPOTLIGHT ON CRYPTOBIOTIC SOIL
Gambel Oak: Perennial, small leaves, sometimes hairy,
grow quickly after disturbance, woody stems, slightly
curled leaves for shade.
Willows (Coyote and others): Grow in riparian areas, hairy,
woody stems, small (thin) leaves.
Cottonwoods (Fremont & Narrowleaf): Grow in riparian areas,
extensive roots (spreading), woody!!!, deep roots
(taproots),
Cryptobiotic Soil, also known as Crypto, is a
biological soil crust made up of living bacteria,
algae, fungi, lichen, and mosses. Crusts form in arid
ecosystems around the world from hot deserts to polar
regions and can represent close to 70 or 80% of the living
ground cover in an area. Crusts are critical to a productive
desert environment. They stabilize soil, increase water
absorption, aid in nutrient availability (specifically
nitrogen) for vascular plants, and they help with seeding
establishment.
96 - HMI WPG
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Activities where students take a close look at plants
and their adaptations.
•
Start the class with the following two questions:
The desert is a harsh place – why? (Brainstorm)
Temperatures reach extremes, both hot and cold, and
water availability can be scarce for long periods of time
with occasional saturation episodes of continued rain or
floods.
What does this mean for plants in the area? (More
brainstorming)
Must tolerate above with enough success to survive and
possibly reproduce.
•
Cryptobiotic Soils are EXTREMELY fragile systems. A
single footprint of tire track is enough to damage the soil
organisms and may require more then a century before the
soil returns to its former productive state. Continuous
tracks created by bicycles or vehicles can be especially
damaging as they make areas more vulnerable to wind and
water erosion. Rain carries away loose matter and thus
creates channels along the tracks.
In a lecture format introduce the following three
types of plants:
Hydrophytes: plants growing directly IN water or in
VERY wet places
cattails, horsetails, algae
Mesophytes: plants growing in conditions with at least
moderate levels of humidity, and a moderate, although
ample, supply of water. Found around seeps, or accessing
ample, although often times fluctuating subsurface
supplies of water.
willows, cottonwoods, tamarisks, conifers, ferns, gambel
oaks
Xerophytes: plants growing in very dry or desert regions
where conditions or conducive to excessive transpiration,
and periods of drought are a feature.
mormon tea, cacti, yucca, perennial shrubs and grasses,
annual flowers
Xerophytes are further classified into 4 categories of
survival strategies:
Escape: escape droughts by survival as seeds during these
periods (annuals)
Resist: resist drought by storing water and reducing
productivity (cacti/succulents)
According to the Arches National Park website,
“Impacted areas may never fully recover. Under the best
circumstances, a thin veneer of cryptobiotic soil may
return in five to seven years. Damage done to the sheath
material, and the accompanying loss of soil nutrients, is
repaired slowly during up to 50 years of cyanobacterial
growth. Lichens and mosses may take even longer to
recover.”
DESERT PLANT ADAPTATIONS
Why do we teach this?
More so than in many areas desert plants have many
obvious adaptations so that they can live in such an arid
environment. This class helps students to observe and
understand these adaptations.
Sample Class Outline and Key Points
This class has four main sections:
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General questions about the desert and plants.
Defining different types of plants
Introduction of basic vocabulary
Avoid: avoid drought by minimizing water loss through many
adaptations, both physiological and structural (nonsucculent perennials)
Endure: endure drought by tolerating extreme dehydration and
conditions that would prove fatal to other plants (creosote
bush and mosses/lichens)
•
Introduce the following vocabulary: (See if anyone
knows this information before defining…)
Transpiration – the loss of water from plants in the form
of vapor, primarily through stomata (microscopic
valves/holes) on leaves.
Perennial – growing for 3 or more years, usually
producing flowers/fruit every year.
Annual – living for only one year.
Adaptation – physiological or structural change over
generations to better survival success. Ex: Long tap roots
of sagebrush to better reach water
Plant Challenges - (have students brainstorm on
whiteboard) drought, poor soil, rocky soil, minimal shade
= increased transpiration, removal of nutrients by wind
HMI WPG - 97
and water, salt concentrations from evaporated nutrients
on soil, abrasion and exposure from wind and water.
•
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Now move on to the following activity:(15-20 min)
At this point scour the area for plants to identify and
determine which adaptations for survival from the list
below each plant encountered is utilizing. The students
have the list on their assignment sheets. Then have
student groups (2-4 per) find different plants and try to
identify what strategies are being used. Groups should
have access to field guides for help. After 5-10 minutes,
have student groups present their plant to large group in
turn. If possible ID plants (if students cannot) after each
presentation and cover what they missed.
Hint: Use plants you can ID and talk about – yucca,
sage, cacti, juniper, pinyon, etc…
Ex: Sagebrush – perennial, woods stems, strong
taproots & spreading roots, hairy, small leaves, keep dead
leaves/branches, etc…
Strategies and Adaptations for Survival:
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Grow in riparian areas – not true desert adapted
plants, but well suited for survival
Be perennial – no need to expend energy
"regrowing" every year
Have woody stems – more resistant to damage from
wind, water, and herbivores
Stay small – need less water and nutrients. Smaller
profile = less damage from wind/water
Have taproots – deep taproots (<50m) access deep
water supplies
Have spreading root systems – gather large amounts
of surface water quickly
Have strong roots – firm anchors during
wind/floods
Have large root to plant size ratio – more water
intake for less plant
Have thick, waxy cuticle – reduce water
loss(insulation) and increase storage capacity
Be hairy – traps moisture with wind protection and
increased humidity. Less evaporation
Grow fast and propagate quickly – utilize wet
periods for full life cycle before water is gone
Have curled leaves with stomata on bottom – shade
retains moisture and humidity under leaf
Rotate leaves relative to sun – helps shade plant =
increased humidity and moisture retention
Only open stomata at night – less transpiration
Be succulent – retain as much water as possible for
upcoming drought season
Have thorns or spines – reduce herbivory (being
eaten by herbivores)
Reflect sunlight – minimize heat of sun and water
expenditure
Have small leaves – less surface area to be heated.
Less energy needed to regrow.
•
Have leaves that have evolved into something else –
mormon tea DOES photosynthesize
Keep dead leaves and stems around you – offers
shade and protection from wind/water
Shape your leaves to collect water – funnel-shaped
leaves bring collected water right to roots
98 - HMI WPG
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WINTER
INTRODUCTION
The HMI winter program provides students with a unique
interaction with the natural world, winter camping and
skiing at over 11,000 feet is an opportunity few high
school students (or adults) will ever have. The winter ski
expedition typically delivers a challenging experience that
once completed gives students confidence to tackle other
seemingly unattainable hurdles in their lives.
Unlike other HMI expeditions, most travel on the winter
trip is directly overseen by faculty due to the potential
avalanche hazards. While this seems to be a barrier to
leadership opportunities students do have direct
ownership over building their own shelters, staying warm,
dry and healthy, cooking good meals, and contributing to
a functioning expedition team.
The Wilderness Program Enduring understandings that
are most applicable include:
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One can exist and travel comfortably in the
wilderness with a basic set of skills, knowledge and
good judgment.
Challenge provides opportunity for learning and
growth.
The First Few Days of a Winter Expedition
Prep Day
Day 1
HMI SEMESTER WINTER PROGRESSION
Before The Winter Expedition
Ski Cooper
(4-6 Days)
Backcounty
Ski Day
P&P
(3
Classes)
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Skis, Boots and Poles Basics
Falling and getting up
Side stepping
Side slipping
Kick turns
Herring bone
Wedge
Stem Cristy
Parallel turns
Telemark turns
Skiing with skins
SKIING IN CONTROL
Remove ski leashes
Layering
Sun Protection
Winter Possibles Bag
Climbing skins- use and care
Beacons- turning on and off, beacon
check
Takeoff
Traveling on flats and uphill
Breaking trail
Foot Care
Breaks
Cold Injuries
Avalanche Awareness Basics
Beacon Theory
Staying Warm and Dry
Neos Foot System
Proper Digging Technique
Snow Tarp and Mid Construction
Kitchen Organization and Use
Sled Packing
Day 2
Day 3
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EL Checklist
Rations
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Foot care
Self care in Winter
SGTE
Sun protection
Cold Injuries Prevention
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Check- Stoves, etc.
Stove use and Care
How to fix stove pumps
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Intro to the Poop Bucket
Insulate bowls
Make face beaks and other sun
protection
Intro to pack and sled packing
Putting on a pack and sled
Beacon Check
Breaking trail
Pulling a sled
Pacing
Breaks: Hydration, Sun protection
Skiing with a sled
Defining Camp
If lost then
Bombproofing
Snow Tarps
Kitchen techniques and organization
Melting and storing water
Circle
Sleeping Warm
Run around Game
Foot Checks
Morning packing strategies
Beacon Check
Mountain topo lines
Handrails, Stopping features
Mounding
Goals Discussion
Circle
Run Around Game
Foot Checks
Camp sweep
Beacon Check
Quigloo Building
Kitchen Building
Building a playing field
Circle
Run Around Game
Foot Checks
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SKIING DOWNHILL-SKI AREA TOPICS
The purpose for teaching skiing to students during spring
HMI WPG - 99
semesters is to develop their ability to comfortably travel
both up and down hill in the backcountry. For this reason
we are not teaching telemark skiing in the way typically
taught at ski areas. We focus on teaching “survival” skiing
skills that can best serve students on the winter expedition.
Of top priority is emphasizing the importance of skiing in
control. Mike and Allen’s Tele Tips is a great resource, as is
the HMI Tele Tips Cliff Notes. Videos that may be useful
include,
Before the winter expedition students should be able to:
Never
Ever:
Consistently
demonstrate
core
competencies; use techniques appropriate for negotiating a
variety of snow conditions.
Beginner: Consistently demonstrate core competencies;
use techniques appropriate for negotiating a variety of
snow conditions. Understand basic parallel and/or high
stance telemark turns.
Intermediate:
Consistently
demonstrate
core
competencies; use techniques appropriate for negotiating a
variety of snow conditions. Understand and demonstrate
basic parallel and/or telemark technique.
Advanced: Consistently demonstrate core competencies;
use techniques appropriate for negotiating a variety of
snow conditions. Understand and demonstrate basic
parallel and/or telemark technique. Student should role
model precise control in challenging conditions.
Side stepping- Comfortably side step facing either
direction up a 20-degree slope. Sidestep comfortably on a
diagonal.
Step turns- Step or kick turn both directions on a slope
and in a variety of conditions.
Side slipping- Demonstrate side slipping as well as the
falling leaf in a variety of conditions.
Herring Bone- On flat ground, herringbone in a figure
eight in both directions. Herring bone up a 5-degree slope
for 50 feet.
Wedge- Link controlled wedge turns with the ability to
stop at any time. Hockey stop from a wedge turn.
Control- Demonstrate good form, and lots of turns.
Lesson Topics
Each of the following areas should be touched on at least
at a basic level for all students. Topics are in the order in
which they are most typically taught. As students progress
each of these topics can be revisited as is appropriate for
their skill level.
Flex
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The “DNA” of skiing.
Show the difference between a rigid and flexed ankle.
Walk without skis with pressure of shin on the front
of the boot.
Use your Feet
Core Competencies
Students should dependably demonstrate the following
skills by the end of ski week. For the most part, skills are
listed in the order they should be taught.
Boots- Properly put on and remove, and care for boots.
Buckle boots as appropriate for type of travel.
Skis- Demonstrate basic ski care. Comfortably put on and
remove skis in a variety of conditions. Make basic binding
adjustments.
Lifts- Get on and off lifts comfortably.
Falling down and getting up- Fall up-hill when possible.
Demonstrate the ability to get up from a head downhill
position in deep snow (removing skis if necessary). Use
poles in an X configuration to aid the standing up process.
Help others, and ask for help when appropriate.
Basic balance- Demonstrate a balanced stance with
weight centered over skis. Ski with shin pressure against
the tongue of boots.
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Front foot should have pressure both on the tongue
and bottom of the boot.
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Back foot should have 50%-70% of weight
depending on conditions.
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Find your back foot by leaning way back (only in
drill).
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Make small turns to keep your weight more equally
balance.
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Use your big and little toes to pressure your edges.
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Advanced- Ski goofy tele to find correct balance on
your feet.
Transitions
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Start by stepping into a wedge turn (Pizza-pie to
French Fry; hands on knees to start).
Don’t drive your front foot, step back.
Using a higher stance will enable you to change your
feet quickly; move one foot back as you move the
other foot forward.
100 - HMI WPG
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Try the high stance on flat ground with no turns,
add a slight knee drive for small turns
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A low stance can be useful for steeper terrain and
situations where you need more stability.
Upper Body
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Most importantly, keep you upper body facing down
hill!
Move your ribs to your hips creating a downhill C.
Pet the dog with your downhill hand.
Use your hips and navel to drive turns.
Parallel
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Use a wider stance, and more leg flex than you are
used too on alpine skis.
Primarily weight your downhill ski, your uphill ski
should be slightly in front of your downhill ski.
Make sure to drive with your opposite hand to
initiate your turns.
Poles
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Start without poles or hold them in both hands.
Quite hand in front of you without pole wile help
you to find where you should hold your hands when
using poles.
Headlights with the tops of your poles.
Plant, turn, and pour with your hand coming across
your body.
Use one pole and switch between turns.
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Weight each step to “set” wax or skins, step forward
and glide to a stop before weighting the other foot.
ASCENDING AND DESCENDING ON SKIS
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Have boots very loose or unbuckled.
Put heel risers up before it gets so steep that you are
using too much energy.
Zigzag up the slope at a gentle angle, kick turn, or
make a gradual arc at each turn.
Herring Bone- skis at a steep V angle (V pointing
down the fall line), small steps forward, use poles for
balance.
Side Step- stand with skis perpendicular to the fall
line and side step up the hill.
Skin Descent- Consider skiing downhill on skins
when snow conditions are poor or if the ability of
the students is suspect. Skins are particularly nice on
steep downhills that are snowmobile packed and
narrow.
WAXING
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Clear snow and dirt form ski.
Select wax based on temperature and moisture
content of the snow (not the air), just read the wax
tin label for information (8 times out of ten…Extra
Blue).
Colder snow temperatures and dryer snow call for
harder waxes (green & blue). Warmer snow
temperatures and/or wet snow call for softer waxes
(blue & purple). Start with harder waxes when in
doubt (Peanut Butter and Jelly example… you can
put jelly on Peanut butter, but you can’t really put
peanut butter onto jelly).
Wax the middle third or more of each ski, then rub
in with glove or cork (this helps the wax bond to the
base material of the ski).
If skis are sticking excessively, carefully scrape off
wax and then cover with a harder wax or polish
more with glove or cork.
BACKCOUNTRY SKI TRAVEL
Before the Winter Ski Expedition we typically take
students out for a day of backcountry skiing. The
backcountry ski day provides a good introduction to
climbing skin use, pacing, breaks, basic self care etc.
Covering these topics makes the first day of the winter
expedition a little less overwhelming.
The Power of Pockets: To save time, headaches, and
frustration the use of ACCESSIBLE pockets in
Snowpants, jackets, etc. is highly advised for: tools (rachet,
ski scrapers, Leatherman), skin wax, sun protection and
anything else that you would want to easily get on the fly.
SKI EXPEDITION TRAVEL
USE AND CARE OF CLIMBING SKINS
SLED PACKING
Fit, use and care of Skins (Ascension)
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Run your hand down the ski to make sure your skins
are attached down the whole length of the ski.
When not in use, make sure skins are folded
properly to ensure the sticky bottom is protected
from dirt.
In the field, it may be necessary to keep skins in
your jacket or sleep with them under your pad at
night to keep them dry so they will stick the next day.
MOVING FORWARD, LEVEL GROUND
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Neutral Position over skis- shoulders over hips over
ankles, knees above toes, "nose over toes", arms
relaxed and slightly forward of center line.
Keep boots very loose, even unbuckled, this will
prevent boot bang, blisters, and keep feet warmer.
Relaxed walking motion, leaving heels on snow,
poles swing & plant opposite to feet (e.g. right leg
and left pole forward together)
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Sleds typically carry most if not all of the group gear
along with individuals’ neos, extra pads, and
sometimes larger possible bags.
Pack heavier items on the bottom so that the sled is
less prone to tipping.
Extra foam pads are either packed under or on top
of the sled duffle depending on size of the sled.
Separate food and fuel with stove boards, and other
items.
A grain scoop or other large shovel is usually packed
on top of the duffle with the blade of the shovel
towards the back of the sled.
A stove board or similarly durable item is packed in
the back of the sled.
The ABC’s of pack packing still apply to your winter
pack, if you have limited sled space, or are traveling
up steep hills you may consider putting more weight
in your pack.
Some people prefer to forego a sleeping bag stuff
sack to eliminate time and energy it takes to stuff a
HMI WPG - 101
bag with cold hands. Sleeping pad stuff sacks are
also less necessary as we are rarely bushwacking
through dense trees that would damage pads.
SKIING WITH A PACK
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Put your skis on first then pick up your pack and put
it on.
When you fall down, release yourself from the pack,
get up, then put your pack back on (this is much
easier than the alternative).
On flats and up hills take small steps to maintain
balance, ski conservatively down hills.
Why don't we teach students a formal Avalanche Level 1 or
similar course?
There is a fair bit of research that shows the adolescent
brain is still developing. What this means for HMI is that
the majority of our students' brains are not done
developing. Most critical is the data that suggests that the
brain of a young adult cannot physically process "if x then
y" decisions, particularly when it involves determining
risks and consequences and making a subsequent
judgment and decision. For these reasons, HMI chooses
not to give the tools of assessment (snowpack assessment,
weather history etc) to young adults. Instead, HMI teaches
students specifically how to avoid slopes that have the
potential to slide. HMI also needs to be explicit with
students that completion of a winter trip as part of the
HMI Semester does not prepare students to travel on their
own in or near avalanche terrain.
SKIING WITH A SLED
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Put on skis, then pack (but don’t buckle the waist
belt), then sled harness.
Slip the waist belt of your backpack under the sled
poles (this is much easier with assistance).
Rotating your hips in the direction of a turn will help
the sled to turn with you.
When you fall down, drop the sled and your pack,
get up, then put them back on.
Have group members without sleds break and widen
the trail.
Take turns, share the divine pleasure of pulling a
sled.
When going uphill, have someone push the sled
from behind with their poles.
On steep, narrow, and straight downhill sections it
can be advantageous to ski with the sled in front of
the skier.
TRAVELING IN AVALANCHE TERRAIN
Why do we teach students Avalanche Awareness,
Transceiver Use, and Rescue?
By the very nature of traveling in even gentle rolling
terrain we are traveling near potential avalanche hazards.
Avalanche awareness and thoughtful route finding are key
to a fun winter experience. Engaging students by including
them in terrain, snowpack and weather discussions makes
them feel involved and helps them to respond quickly and
correctly in the event of an avalanche.
AVALANCHE TRANSCEIVERS AND RESCUE
Introduce the rescue class by reviewing the parts of an
avalanche beacon and basic functions including flux lines
as well as beacon care.
HMI Avalanche Response- Turn beacons to search,
look for obvious clues, 2 people search, 3 ready with
shovels and probe.
At HMI we teach the following progression: large area
signal search, tangent search, pin point grid search.
Large Area Signal Search- 20 meters max between
passes.
Tangent Search- Follow the beacon flux line until within
3 meters.
Grid Search- Create an axis perpendicular to the fall line,
systematically find the lowest distance reading, create a
perpendicular axis and systematically find the lowest
distance reading. Probe every eight inches in a square
spiraling outwards. Start shoveling about five feet
downhill of the victim.
Tips for Instructors
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Demonstrating a search in slow motion and in real
time is a good strategy for teaching beacon searches.
Typically, students should strive to be able to locate
a shallow burial in under 3 minutes.
AVALANCHE AWARENESS
102 - HMI WPG
This class is typically taught both on campus and in the
field using the "Avalanche Triangle" which includes a
discussion of snowpack, terrain, weather, human factors
and their interaction. The following topics are typically
taught in P&P prior to winter expeditions and should be
reviewed in the field through a discussion based on a
simple test pit.
Snowpack
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Snowpack evaluation is complex. In the field demo
dig a pit, point out layers (slabs, facets, crusts, new
snow), demonstrate basic tests (compression,
extended column, Saw Propagation). Introduce the
concept of evaluating Mechanical Stability (how
many taps until failure), Structure (Yellow flags), and
Fracture Character (Quality of Sheers). Approach
this from a scientific perspective only, NOT from
the perspective of evaluating a slope to determine
the risks associated with skiing the slope.
Weather
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Weather forecasting is difficult and inaccurate. Point
out wind affected areas (cornices, wind pillows, wind
slabs). Sun/heat effects (crusts, settling snow). Cold
effects (facets, hoar frost). Relate the layers in your
pit to weather events, again from a scientific
perspective.
Terrain
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Terrain evaluation is HMI's primary risk mitigation
tool.
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20 degrees-unlikely to slide, 25 degrees -avalanches
are rare, 38 degrees- highest frequency of avalanches.
Practice measuring slope angles directly from slopes
and by using map tools.
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Avoid skiing inside of alpha angles greater than 25
degrees or camping in alpha angles greater than 19
degrees.
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Trees do not shelter you from avalanches unless
they are too tight to ski through.
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Terrain Traps come in the form of trees and gullies
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Students should always know camp and ski slope
boundaries.
Human Factors
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We ultimately decide how much exposure we have
to avalanche terrain.
Awareness and objectivity are the key to making
good decisions.
Complacency, group think, and fatigue are factors
that commonly result in poor decision making.
Notes from a Winter Expedition
During a layover day our group went out
for a ski above camp. We
approached a saddle and after visually
evaluating which way to descend and
decided that the eastern slope had better
snow conditions and a slightly lower angle
(about 18 degrees). The first student
traversed the slope took a turn on crust
and fell. As he was attempting to get up
the second skier (an apprentice) began
traversing lower down the slope and the
same thing happened, on her first turn,
she broke through the crust and fell.
There was a loud whoomph and the slope
above (38 degrees) fractured.
Since the rest of the students were in a
safe zone I began instructing them to
watch the skiers and get their shovels
ready. Both the student and the
apprentice were doing their best to get up
but were having trouble. Once the slide
reached the flatter part of the slope about
100 yards from the top skier, it stopped. I
asked the students to stay where they
were and I skied to the apprentice while
the other faculty skied to the student. We
all gathered on the ridge to discuss what
had happened and make sure the student
and apprentice were ok. Everyone was
clearly shaken up. The group traveled
back to camp and again that evening we
debriefed the incident.
This event was a good reminder that
avalanches can happen on HMI winter trips
even if we are on low angle terrain. The
slope we planned to ski was so mellow
that we didn’t think twice about bringing
students down it but we did not evaluate
our proximity (alpha angle) to the steeper
slope above us. In the future, HMI
instructors should practice and discuss
alpha angles in order to avoid this
situation.
Carrie Mallozzi- Apprentice Coordinator
and Field Faculty
HMI WPG - 103
AVALANCHE TERRAIN GUIDELINES FOR INSTRUCTORS
Defining “Camp”
The following guidelines are for HMI Semester
Instructors. AIREE Certified instructors should follow
guidelines outlined by AIREE.
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The Role of Instructors
Faculty
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Final decision makers while route finding.
Endeavor to verbalize decision making process for
choosing routes, camps, and ski area boundaries.
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Facilitate measurement of slope and alpha angles as
appropriate.
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Oversee completion of test+ snow pits and
associated documentation.
Apprentices
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Route finding when under the direct supervision of
a faculty member.
Prompt discussions about terrain choices and
campsite selection.
Oversee students on predetermined ski slope or
travel route.
Engage in the completion of snow and other
observations.
Transceiver Use
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Search and transmit functions of beacons should be
checked every day before leaving camp. Range
function should be tested before the start of an
expedition.
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Before doing any backcountry travel students should
all know to turn their beacons to search if there is an
avalanche.
Instructor Beacon Search Expectations
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Single Shallow Burial: You make shallow burial
finds consistently under 3 minutes and commonly
near 2 minutes – please practice until you meet this
level of competency.
Deep Burials: With a beacon 1.5-2 meters down,
should take 5 minutes or less find and probe the
beacon in a backpack sized container
Multiple Burials: Faced with 2+ buried
transceivers, searcher should readily find first one in
5 min or less and then 4 min for each subsequent
beacon (assuming no pair is tight together).
Terrain Selection
Terrain analysis is the primary strategy for deciding where
we travel and camp. Stability Analysis re GO or NO-GO
decisions is atypical but we do study the snowpack for
familiarity and learning.
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Typically we do not travel or camp on or below
slope angles > 25°
Slope Angle: Measure in situ & off map (with
compass inclinometer and/or inclinometer
card)
Alpha Angle: Measure in situ, avoid >17° for
defined narrow avalanche path, >19° for broad
slide prone slopes, camp outside of 19° alpha
angle.
An area surrounding camp, kitchens, and areas for
sanitation that does not required beacons to be worn,
also an area in which students can travel without
consulting faculty.
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Can be small or large, but should be easily and
unambiguously defined soon after arriving at a camp.
Defining a local “Ski Area”
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Typically close to camp and defined by major terrain
features or an instructors ski tracks.
Beacons and shovels should be carried and
independent student pairs may ski without direct.
Snow Pit Observations
Why do we make snow pit observations if we are going to
stay off of 25°+ terrain anyway?
We make snowpack observations to demonstrate that
HMI field instructors are paying attention, and keeps us
informed about what is going on in the snowpack if
forced to make a stability call (it does happen, regardless
of route!). Engaging students and Apprentices in
snowpack observations can also serve as a great learning
opportunity.
Frequency of Observations
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Minimum of one documented pit per camp on
multi-day trips.
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One pit for backcountry day trips in relevant
avalanche terrain (e.g. not required when skiing on
campus, etc.).
Three Part Model: Mechanical Stability, Fracture Character,
Structure
We are looking for data in all three areas:
Mechanical Stability: Via stability test such as Extended
Column, Compression Test, or Saw Propagation Test
(how many taps). Indicates possibility of fracture initiation.
Fracture Character: Via Fracture Character from tests:
Sudden Planer=pop or clean and fast, Sudden
Collapse=drop, Progressive Compression=indistinct,
Resistant Planer, Non Planer Break. And propagation
results.
Structure: Looking for the Yellow Flags in the snowpack,
based on the weakest layer (5 or 6 flags at a given interface
means skier trigger avalanche is likely).
Layer Properties
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Average grain size > 1 mm
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Hardness < 1F
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Weak Layer Grain Type is “Persistent” (SH,DH,FC)
Interface Properties
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Grain Size Difference > .5 mm
Difference in harness > 1
Depth of interface 20 to 85 cm
Additional Resources
HMI Snow Observation Form, SWAG, AIREE Field
Book
104 - HMI WPG
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WINTER CAMPING
CAMPSITE SELECTION
It is worth a little extra time and skiing to find the most
ideal campsite for your group. Most HMI sites are
predetermined but slight variations due to seasonal
differences in snow drifts is prudent.
Snow Drifts- Wind drifts form in slightly different places
from year to year, searching an area the size of a football
field or two may save you hours of shoveling in the long
run.
Morning sun- Morning and evening sun is ideal if
possible. If you have to choose morning sun will help to
dry sleeping bags and help keep you warm while you are
packing for the day.
Wind- All camp tasks are more difficult in the wind.
Particularly for your initial tarp camp it is nice to be in an
area that is relatively out of the wind. In subsequent
camps you may choose a more windy area as a
compromise for having easy shelter building or a
spectacular location.
Proximity to trails- Some of the winter routes that HMI
typically uses are near hut trails or snowmobile routes.
Given the option, distance yourself from trails, and be
careful where you position your poop bucket!
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Pile snow (preferably non-faceted snow) to 3 meters
high, begin ski packing with someone on top,
smooth and tamp with shovels
Wait at least a couple hours before you start to
excavate your pile, we typically wait until the next
day.
Quill the pile: Insert poles and skis 60 cm.
Three diggers- one from top of the mound (the
“skydiver”), second in from the door (the “mole”),
and a third that clears snow away from the door
giving the mole room to work.
Diggers should wear shell layers and anyone digging
inside the shelter should wear a beacon.
The mole should dig a door on the downhill side 80
cm wide and 1 meter high.
Dig in about 1 meter and then dig diagonally up
(digging in horizontally will result in too much
hanging snow mass over the digger.
The skydiver should make a keyhole opening on the
top of the mound giving them plenty of space to
move (but not so much that it is hard to cover the
opening with blocks. Once the skydiver has dug
down a few feet they can insert a probe a two feet
down that comes out in the moles hole. The probe
can then serve as a guide for the mole and skydiver
to dig directly towards each other (it may be easier
to dig if you take out the probe, and reinsert it
periodically to stay on the right track).
Once the mole and the skydiver have connected
their holes snow removal will start to happen more
quickly, one person should work from inside the
shelter and the other two can clear snow from the
door.
Dig out the rest of pile, careful to stop digging at
quills, and keep the walls and ceiling in an even arc.
Before the floor is two low cover the top with
blocks cut from a work hardened quarry.
Smooth interior surfaces, level floor by ski packing,
and place a candle inside to warm and solidify
surfaces.
Tips for Instructors
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QUIGLOO CONSTRUCTION
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Find your deepest drifts and probe a 3-4 meter
diameter circle to make sure there are no stomps or
logs in it.
Pro Tip: A slight slope makes mounding easier but too
much of a slope and you will hit the ground in the back of
your shelter too quickly. Placing 3 probes in the drift
along the fall line where you want to put your shelter will
give you a good visual of the exact slope of the ground.
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Extensively work-harden the foundation
(approximately 1 meter wide) around the perimeter
of your circle.
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Proactive approach to the following will make
student much more efficient and will result in much
more user friendly and dry shelter.
Build the door close to the sleeping area- In the
very initial stage of planning where your door is
going to be cut it in closer to you living area than
you might think. This will make it much faster for
the mole and sky diver to connect and leave you
with a nice short entrance tunnel (avoiding the 5
foot chute entrance that you end up with if you put
your door too far away).
Minimize how many times you move snowOnce you start moving snow from your shelter
entrance come up with a plan of how you can shovel
snow just once from the door opening. Better yet,
use a sled to move snow from the entrance and up a
ramp and you won’t have to shovel the snow at all!
Make room for efficient digging- In the
beginning stages of digging out your shelter
Prioritize making room inside you to stand up and
turn around, this will make you a much more
HMI WPG - 105
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efficient snow mover and will keep you from getting
soaked kneeling in the snow.
Lower your floor- It is fine if your floor is only a
foot above the bottom of your door. The added
headroom will keep you from being claustrophobic
and a slight heat sink at the door is enough to keep
you plenty warm.
Let students do it- Particularly on the students’
second quigloo let them do all the digging. Swing by
periodically to give them time saving tips but avoid
doing too much work for them. Stepping in early
with tips will make it so you are not digging out their
shelter for them as it gets dark.
Notes from a Quigloo Camp
In preparing our second quigloo camp near
Homestake Peak, my co-instructors and I
decided to mound and ski-pack out camp two
days prior to our excavation of quigloos. The
snowpack in which we made our soon to be
camp consisted of 70 centimeters of large
angular facets (depth hoar) at the bottom. We
all assumed that we did not need to boot–pack
the snow, since it would be at least 48 hours
before we returned to make it our camp. Two
days later we returned, and were instantly
surprised and reminded how weak and cohesionless depth hoar can be. One could not take
their skis off without sinking right through the
"bottomless" snowpack. In excavating one of
the quigloos, a collapse occurred in the
snowpack, a direct result of the weak snowpack
structure. While it did not effect the shelters it
was a wonderful reminder to put in the extra
effort to break down the snowpack before trying
to build on top of it.
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Clear off snow in storms- Mid poles will break if
you don’t clear them of snow during a storm, this
may mean waking up every hour to clear the walls of
snow.
SNOW CAVE CONSTRUCTION
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Are you in an avalanche start zone? Be sure you’re
not!
Probe snow drifts to find an area of snow that is at
least 2.5x2.5x2.5 meters.
Snow that is very firm is the best, but if it is too hard
it may be impossible to dig.
If in a wind-drift that resembles a cornice consider
wind direction and try to use an area that won’t get
drifted in quickly in a storm.
Ski pack the top of the drift if it is soft new snow.
On the top of the drift mark the area that is the back
of the cave so that no-one steps on the roof.
When digging out the cave make sure the ceiling and
walls are two feet thick.
Maintain a consistent vaulted ceiling.
Adding a few small (3-5") holes on the backside of
the shelter (opposite the door) will help with airflow.
Often faster to dig with a skydiver a la quigloos!
Tips for instructors
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Super hard snow- You may want to consider
digging out snow caves over the course of two days
if the snow is particularly hard. Switch “chiselers”
often to avoid overuse injuries.
Rob Backlund- Science and Field Faculty
SNOW TARP/MID CONSTRUCTION
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Boot/ski stomp approximate location of the
perimeter of the tarp.
Pitch the tarp, using "dead-man" type stakes found
from downed tree branches.
Dig out the inside, piling the snow just inside and
around the perimeter of the tarp.
Give the snow around the perimeter some time to
set up (30-60 minutes).
Re-excavate the inside, shaping the interior walls and
make an entranceway (under the wall of a mid)
Shape the exterior walls so that they have a slightly
steeper pitch than the roof to help new snow slough
off.
Tips for Instructors
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Make sure your snow walls are not too far outThis is the number one problem that people have
when building a snow tarp or mid. If the walls are
too far out the tarp will be too flat.
Mid pole strategy- To make your mid pole longer
use a Black Diamond pole connector and connect
the mid pole to a ski pole, you can also leave a small
pedestal under a mid pole, but this is a little harder.
KITCHEN CONSTRUCTION
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Use all of the excavated snow from the shelter to
build your kitchen.
Steal more snow from the surrounding area, if you
need it.
Build counter tops approximately 4 feet high and
three feet deep.
Continually poke and pat the snow as you go to
promote work hardening.
Let the new countertop set up for about 30-60
minutes.
Excavate the countertop to make it smooth and flat
on surface and front side.
Excavate "toe space" to allow you to comfortably
stand close to your counter..
Cut out a 2 x 3 foot hole at floor level, into the
countertop wall for a "fridge", if you cut a thick
106 - HMI WPG
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block for the fridge door it should remain intact for
a few days.
After cooking each meal, add a fresh layer of snow
to the surface, making it smooth for the next meal.
This not only makes a stronger cooking surface but
it also helps reduce spilling pots of water by having a
more stable stove surface.
For a group kitchen make either a long counter top
or a large square counter top.
the amount of impact we have on water sources. The
poop bucket is used in camp only. If you need to poo
Tips for -20 Degrees
Many of these tips will be helpful even when it
is below 5 degrees.
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WINTER KITCHEN TECHNIQUES
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Melting water is time & fuel intensive, start with a
bit of liquid water so you don’t scorch the pot, wipe
snow off the pot, protect the stove from cold wind,
carefully monitor that the stove is stable (don’t spill
your efforts).
Store water overnight in - dig a small “refrigerator”,
the size of the pot, place pot of cold water in the
refrigerator, pile snow or cut snow block to fully seal
the opening, pot should be surrounded by 12-24” of
snow on all sides to keep it from freezing.
Stick utensils vertically in the snow so they aren’t
lost, stay organized.
Create a sump spot for grey water and coffee
grounds.
Pile your food bags zipper down on your stoves at
the end of each meal.
CAMP ORGANIZATION AND BOMBPROOFING
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Style Matters? Take the time to plan
the layout of camp, build and maintain
it. Encourage students to build solid
structures and continue the upkeep of
them throughout your stay.
Keep sleds organized with the harnesses out of the
snow, and either clipped to a tree or secured in such
a way that they can’t blow away. Backpacks and sled
duffels should be organized and secured.
Skis should be sticking upright in the snow with
poles hanging from the tips.
When leaving camp for the day sleeping bags should
be burrito rolled in a ground cloth or in a backpack.
Stomp out an area for playing nightly games and
conducting classes.
Stomp out paths between shelters and common
areas.
Designate pee spots near your shelter, avoid peeing
in other parts of the camp.
POOPING SYSTEMS
Important Considerations:
Don’t just assume that students will understand the
pooping system by describing it to them. On prep day
clearly demo the system that you will be using.
Hygiene is very important in pooping systems make sure it
is easy for students to sanitize their hands and to clean up
any mess they make in the toilet area.
Pooping can be cold as it may be necessary to take off
your gloves at some point in the pooping process.
Encourage students not to go poop at night if possible
and to minimize the time that they take their gloves off.
Bucket System
The goal of carrying out our human waste is to minimize
•
This goes without saying. Monitor your
students closely for frostbite and other
cold injuries.
Sleep with your stove pumps. Put them in
plastic bags and in your sleeping bag, it
will make it possible to start your stove in
the am.
while on a ski tour make your deposit in the top couple
feet of the snowpack and use a snowball for TP. Extra
time spent setting up the toilet system and prepping
students will decrease the likelihood of messy situations.
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1-2 buckets, 6 rolls of TP, a large container of hand
sanitizer and 4 pairs of rubber gloves should be
enough for 14 people.
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Nest buckets and/or pack them with fuel etc. on the
first day, after day one you can shuttle gear.
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Boot pack a path to your bucket site for easy access.
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Make a pee spot near the bucket, and limit bucket
use to solid waste and TP only.
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Partially bury the bottom of the bucket, and dig out
a foot area so the seat is at a comfortable height.
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Use of a toilet seat reduces aim issues, coach
students to clean toilet seat if they miss the hole.
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Sanitize hands before putting ski gloves on, wash
hands as often as practical.
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Place a WAG Bag in the bucket and pin the edges
with the seat.
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Each wag bag should be large enough to
accommodate three deposits. After three deposits
the third user can pack up the WAG bag and add it
to a large garbage bag. You can use a sticks to mark
how many deposits have been made
The No Bucket System
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For this system each expedition member uses their
own WAG Bag.
Pack out a trail to a packed area that is sheltered
from the wind.
Dig a trench next to a tree, so that the wag bag can
be placed in the trench and the pooper lean off.
Next to the trench designate a pee area.
Along the perimeter of the packed out bathroom
area make cubby spaces for wag bags to be stored
between uses.
Pack up all wag bags when leaving camp and start
with fresh ones at the next camp.
SPECIAL SNOW STRUCTURES
A little extra effort can make your snow village that much
more fun. Here are a few fun ideas.
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Lanterns: Build a “jenga” like structure with small
blocks cut from the quarry and put a candle or extra
headlamp inside.
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HMI WPG - 107
Snow Sculptures: Extra snow piles near or part of
quigloos/kitchens can be turned into all sorts of
creatures. Matt Turnbull is famous for his elaborate
dragons and snow arches.
Mini Golf Course: Stomp and ski pack an area on
varied terrain and make snow balls or bring tennis
balls. Use ski poles as golf clubs. Create obstacles
and tunnels to challenge the very best.
Jumps and Mini Terrain Parks: Use conservative
judgment if and when you decide to build and
supervise the use of jumps and other features.
Consider your distance from a trailhead, snow
conditions, judgment and abilities of your students,
etc.
WINTER SELF CARE
STAYING WARM AND DRY
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In addition to sunscreen, also wear zinc, a nose or
face beak, sunglasses, a visor and anything else that
will protect your face from the sun. Pre warmed
athletic tape over sun bumps works well.
Snow Blindness
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Snow blindness results from the burning of the
cornea.
Always wear sunglasses, snow blindness can occur
after only a few hours of exposure.
Symptoms may not appear for several hours, it feels
like you have sand in your eyes.
Treatment consists of cold wet compresses on the
eyes and a dark environment for a couple days to
ease the pain until the eyes heal.
FOOT CARE
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Keeping your Clothes and Gear Dry
Change into dry socks after a day of skiing.
Keep a pair of special socks in your sleeping bag
that never leave your bag
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Be proactive about keeping feet warm, moving
around, swinging your feet, changing into neos.
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If your feet become very cold and you have trouble
warming them up, use a friend’s stomach!
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Check your feet often—not only for hot spots and
blisters, but also for cold related injuries (see below)
Bootie Systems- Dry socks, ski boot liners, fleece booties,
and neos. Or, socks, down booties, neos (make sure to
warm up and dry out boot liners before trying to put them
on again). Store Shells and Liners in a snow free sled
duffel.
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Layering
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Wear multiple thin layers so you can add/take off
layers throughout the day
Always start the day’s ski cold so you don’t need to
de-layer in five minutes and so you don’t start to
sweat
Do not sweat—if you are too hot, take off a layer or
two or unzip side vents on clothing
Do not give up heat you have created, put on a hat,
scarf, layer, winds shirt at breaks/night, etc.
Gloves should also be in layers—thin glove liners,
heavier mittens, and water-proof over-mitts.
Nothing is ever wet, it is either dry or drying
When digging out the snow shelters, wear all of your
water resistant layers and have them zipped up
completely
In the morning, hang your sleeping bag in the sun
using your skis to prop it up
Brush off snow whether from a fall or
precipitation…before it melts!
Always wear wool or synthetic clothing—no cotton!
SLEEPING WARM AND DRY
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Always brush off snow before entering the snow
shelter.
Go to bed warm, wear dry clothing, place extra
layers under you for additional insulation from the
ground, and take a hot water bottle and a snack to
bed when it’s cold out.
Use two foam sleeping pad or a foam pads and a
thermarest.
SUN PROTECTION
Two biggest concerns: snow blindness and sunburn, the
snow and high altitude intensify the sun’s glare.
Sunburn
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Beware of overcast days! It is possible to get very
burned on cloudy days.
Apply sunscreen (SPF 15+) frequently, and don’t
forget your ears and under your nose and chin!
Tips for instructors
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Nightly foot checks- Physically inspect students
feet for warmth, dryness, discoloration, etc.
On cold mornings- And in other cold conditions
check in with students about the state of their feet,
create an environment where it is ok to stop what
the group is doing to deal with foot issues.
Neos ‘time trials”- A great way to have students
realize faster methods for changing out of ski boots.
COLD RELATED INJURIES
Hypothermia
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There are four ways to loose heat: conduction
(sitting on cold rock), convection (wind moves heat
away—wind shirt), radiation (hot head), and
evaporation (energy lost in liquid-vapor process).
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There are three ways to produce heat: metabolism,
exercise and shivering.
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Hypothermia occurs when the body’s core loses heat
faster than we can produce it.
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Prevention includes drinking plenty of water and
eating plenty of food, dressing appropriately, and
watching for symptoms of hypothermia.
Early stage- A person feels cold and clumsy, exhibits
improper behavior (no hat, take layers off), personality
changes (apathetic, listless or emotional), and may show
signs of shivering. It is the Easiest to reverse this stage of
hypothermia.
Mid stage- A person exhibits beginning stages of loss of
coordination, stumbling, inability to perform simple tasks,
108 - HMI WPG
personality changes (belligerent and irrational). It is still
possible to re-warm and reverse hypothermia, but more
difficult the farther it progresses.
Severe- The individual may possibly be inable to stand or
communicate intelligibly and may loose consciousness. It
is almost impossible to re-warm victim in the field.
Care for early and mid stage hypothermia. Change into
warm and dry clothes and exercise, if this doesn’t work,
put them in sleeping bags and wrap them in a ground
cloth. Use hot water bottles around the patient, and give
them warm and sweet food and drink.
Notes from a Winter Expedition
We awoke to -10 to -20 degrees on the last day of
the winter trip. Our route for the day would take us up
over a broad pass and would mean that we would travel
roughly two miles above treeline (an estimated 2 hours
with sleds). Then, it descended for 3 miles down to the
trailhead where we were to be picked up.
We had originally planned to move over the pass and
down the day before, but a blizzard had kept us pinned
at our current camp. Given that we were supposed to
be picked up early, we decided to break camp and get
on the move early in the morning, some time before the
sun rose. We had decided to do a cold breakfast to keep
things moving quickly, but with it being the last day of
our trip, there wasn't a lot of food available.
The skiing was slow going heading up to the saddle,
and the kids were finding it difficult to keep moving
even though keeping them moving would get them
warm. After 45 minutes of travel, I noticed that many
students and almost all of the instructors were having
real trouble keeping their hands warm. I decided to
stop and let everyone re-warm by putting feet and
hands on bellies. I also hoped the imminent sunrise
would help warm the air.
A student approached me to let me know that her
warming partner, and apprentice, was not doing well.
After talking to her, it was clear that she was not
longer able to warm herself. We exploded some gear
and set up a hypothermia wrap complete with boiling
water bottles to help warm her. As other kids warmed
up they were able to help. After an hour, the
apprentice was warm enough to begin to move around
more.
As the apprentice recovered, we began to shuttle
gear up to the saddle to make our loads lighter when
everyone was ready to go. On my second trip up, it
became apparent that wind in the saddle was picking
up and would become a bigger issue. As the group
crossed the saddle, it was blowing fiercely and the
other instructor rightly kept the front group moving
over and all the way back down to a calmer area. This
forced our group to become separated and for one
instructor to have to take two sleds for a while to make
sure they all made it back.
The group met up before entering the woods and
descending down an access trail to a yurt. As the day
wore on it became apparent that most folks were
operating at their limits. We had a small fall with a
sprained knee on the way out, but I think we were lucky
that nothing else happened while everyone was so
tired.
This was a difficult group management experience
and a great reminder to everyone in our group that
winter conditions in the mountains can have a swift and
dramatic effect on the human body.
Karl Remsen- Athletic Director, Math Teacher, and
Field Faculty
Frost Nip and Contact Frostbite
Frost Nip- This happens when just the very outer layer of
flesh freezes and the skin appears white, and happens
often in windy conditions. High risk areas are nose, cheeks,
ears and other areas of exposed skin. Treat by protecting
the area from the elements to re-warm it.
Contact Frostbite- This condition is a form of frost nip
that occurs when you pick up a cold metal object with
bare hands. Always wear thin glove liners and don’t touch
metal with bare hands. Also avoid touching gas or alcohol.
Frostbite
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Frostbite is the freezing of tissue.
It can be superficial or deep depending on how
much tissue is frozen.
This condition can occur only when temperature is
below freezing.
Dehydration and windy conditions increase the
chance of getting frostbite.
It appears white/gray is cold and hard to the
touch—the harder the area feels the deeper the
freezing.
Prevent by re-warming body part at the first sign of
cold. Cold hands and feet can be re-warmed by
placing them on a warm part of your or a friends
body. Avoid tight fitting clothes and boots as they
constrict your circulation.
Treat by immersing affected area in warm water
(101˚-108˚F) until thawed. You can also evacuate
with injury still frozen (thawed frostbitten feet are
very painful).
Immersion Foot
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Immersion foot is a nonfreezing injury that occurs
when feet are cold and wet for 4+ hours and can
cause permanent nerve and circulation damage.
Keep feet warm and dry, change wet socks
immediately, always sleep with feet warm and dry!
Treatment by drying feet and change socks.
LNT IN THE WINTER
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Impact of the land is minimized,
hence larger group sizes are okay.
Be mindful of where you go poo,
avoid streambeds and drainages, use WAG Bags if
possible.
Consider knocking down snow structures, especially
entrenched ones like kitchens that will be an unseen
hazard for other users. This is particularly relevant if
you are near a snow mobile trail.
Avoid digging down to the ground to prevent
"freezer burn" on delicate & dormant vegetation.
Avoid putting food scraps in a kitchen sump.
WINTER REPAIRS
Below are some of the common winter repairs.
Undoubtedly the repairs that are truly frustrating are not
HMI WPG - 109
listed below. Use the materials that you have, be
resourceful, think outside the box, and try to make it a fun
problem solving exercise.
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Ascension Skins that won’t stick- Brush them
clean of snow and try warming them under your
jacket. If that does not work, or if you don’t have
time you can use a huge hose clamp around your ski
and skin that you can then remove and reapply as
often as you need to. Sleep with skins that have
continued problems.
Broken tail kit on Ascension Skins- If the orange
plastic piece breaks, improvise a connection with pcord or a piece of webbing. If this doesn’t work or
you loose the metal clip and can’t improvise any
other solution consider cutting off the entire tail kit
assembly (the simple version of the Ascension skins
come with no tail kit and work fine).
Broken cable on Cobra R4 or BD bindingReplace with a spare or improvise with ski straps,
bailing wire, etc.
Broken cable thread on Cobra R4 or BD
binding stuck in spring housing- Try to grab the
cable thread with leatherman pliers. If you can’t
reach it (the person had small boots) cut off the
rubber tube next to the spring housing and you
should be able to reach it. If this doesn’t work
replace the entire back of the binding.
Cable not staying threaded on Cobra R4 or BD
binding- The most likely cause is that the cable is
maxxed out because the boot is very large or the toe
adjustment has not been maximized. Slowly and
patiently try to rethread the cable (3-5 times) if the
cable does not catch you will need to switch out the
cable.
Broken toe plate on Cobra R4 or BD bindingVery rarely the top part of a toe plate will crack or
break completely. Unhook the cable from the front
groove and slide it over the toe plate, then tighten
the cartridges until the cable fits snuggly. See picture
below.
Cable not staying threaded on hammerhead
binding- This problem is like due to the size 13
boot that is being used. Retighten the cable so that it
is more difficult to flick up the heel bail.
Broken heel throws- Hammerhead bindings heel
throws break, particularly in cold weather. There are
extra in the repair kit.
Skins balling up with snow- During warm days
Ascension skins may ball with snow, if this problem
gets excessive consider using Glob Stopper or glide
wax on the skins.
110 - HMI WPG
ROCK CLIMBING
INTRODUCTION
Rock climbing programming at HMI is typically limited to
top rope climbing and rappelling. The intent of offering
climbing as an activity is to give students the opportunity
to challenge their perspectives and abilities, build trust
within a group and connect to natural world. Guidelines
introduced here also apply to canyons courses where
climbing systems may also be used, see the canyons
section for guidelines for managing students in third and
fourth class terrain. For further information about rock
climbing instruction see the 2008 NOLS Climbing
Instructor Notebook. For tope-rope climbing the
maximum ratio of students to instructors is 4:1 and 12:3
(15 person groups size limit).
PROGRESSION
The following is the typical progression for an
introductory day of climbing. If possible set up climbs
before students arrive, or have an instructor teach ground
school outside of the helmets required area.
Introduction
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Give students the general goals and progression for
the day.
Define the area including: helmet zone, where
students should put their stuff, areas to avoid and
good places to hang out.
Show students how to put on a harness and helmet
(have them do it along with you).
Talk about climbing shoe fit and how they should
only be worn while climbing.
Demo the Climbing Process
Demo the climbing process with a climber, belayer and
backup belayer. This process usually takes about 20
minutes.
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Show how to tie a figure eight follow through
(students can practice now or if you are only out for
half a day you can have show them again when they
tie in to climb).
Explain the mechanics of belaying and how to set
up your belay system. Show them how to backup
belay.
Explain and demo the “Double Check” process.
Explain and demo the system of verbal signals.
Demo the basics of climbing movement (while
climbing).
Demo and explain what it looks weight the top rope,
how-to lower and how to be lowered (use verbal
signals).
Other Activities
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Wrap-up
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General Guidelines
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Helmets should be worn by all climbers, belayers,
and individuals at the base of a climb.
Define and establish "the base of the climb" for all
students where helmets are required.
Instructors should be belayed or tethered if setting
up a top rope anchor that involves 5th Class climbing
or requires being on an exposed edge. In some areas
it may be appropriate to set up a top rope anchor
without being tethered (a relatively flat ledge, that
does not require any scrambling to reach the anchor).
Harnesses & Knots
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Review harness and confirm buckling system for
each individual harness (re: doubling back).
Climbers should tie into their harness directly with a
figure-8 follow through threaded through two
hardpoints on the harness.
Belaying
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We typically use the Brake, Under, Slide belay
method (the "BUS").
Backup belays by instructor for students first time
belaying, students backup belay and have direct
supervision by faculty for subsequent belays.
All rappels should be backed up (fireman’s belay,
friction hitch, etc.).
“Double Check”
Immediately prior to climbing the climber and belayer
should do the following “Double Check”:
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Give students plenty of warning before the end of
the day so that they feel like they get an opportunity
to do a final climb.
TOP ROPE CLIMBING
Climbing
One instructor should be at each top-rope station.
Review the tie in knot as needed.
Have the belayer practice the motions of belaying
(easiest if you say “brake, under, slide” and hold a
little tension on the climber end of the rope to
simulate what it will feel like when they belay).
Have students do a “Double Check” as instructor
observes.
In some climbing areas it makes sense for some
students to climb on top ropes while a instructor
monitors a few students bouldering nearby (typically
out of the helmet zone).
A no hands challenge on an easy climb or boulder is
both fun and a great way to get students to work on
their footwork.
A more in depth or specific technique demo may be
useful if you have a climb that involves slab climbing
or crack climbing.
If you have enough time, set up a rappel station.
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Check that harnesses are on correctly, snug and
appropriate buckles are doubled back.
Check that the tie in knot goes through both hard
points, is tied correctly, and has six inches of tail.
Check belay stance & system: good position, ground
anchor if necessary, comfortable stance, belay device
fed correctly and belay carabiner through belay loop
of harness and locked.
Check that helmets are on securely.
Check that hair is tied back, for any loose clothing,
or inappropriate jewelry.
Signals
“Rock” should be used to alert other people in the area of
HMI WPG - 111
falling rocks. Verbal signals are in the call/ask and answer
format as follows:
Climber Calls/Asks
Belayer Answers
"On belay?"
"Belay On"
"Climbing"
"Climb On"
"Tension"
"Thank You"
"Slack"
"Thank You"
"Lower"
"Lowering"
"Off Belay"
"Belay Off"
BOULDERING
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Define and establish "boulder problems," outline
general difficulty of each.
Outline the importance of climbing in control.
Have students jump down from a few feet up to
practice falling in control.
Use a bouldering pad and spotter if climbing above
waist height.
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Anchors
Standard Hagerman Kit
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Typically, HMI uses 3 anchors for each top rope
climb. Large healthy trees, other large permanent
natural anchors, or ¾ inch bolts may be considered
as two anchors.
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The Master Point should be either: 2 locking
carabiners, 1 locking and 2 opposite & opposed
non-lockers; 3 non-locking in alternate opposite &
opposed orientation
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Anchors should be "SERENE"
S = Solid & Simple
E = Equalized
RE = Redundant
NE = Non-extending
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First aid kit, cell phone, HMI Rock Climbing
Guidelines
Chalk bags
Bouldering pads
Ropes: 120’ Static, 200’ Static, 200’ Dynamic
(right route)
Carabineers: 6 locking, 6 non-locking
Three belay devices, each with a locking
carabineer
Three 12’ (or longer) pieces of webbing
Bin of Helmets
Bin of Harnesses
Two bins of climbing shoes
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The angle between any two anchor points should
not exceed 90 degrees.
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When using artificial protection consider "STARS"
S = Size: use largest and strongest piece feasible
T = Type: use the appropriate type for the crack
A = Angle: place pieces so the load will be along the
strong orientation
R = Rock: consider and review the rock quality and
surface
S = Surface Area: generally the more contact area the
stronger the placement
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Review master point for direction of pull from
climber onto anchor, rope abuse, and ideally hanging
free over an edge.
If feasible, rappel the rope to check the anchors,
clean loose rock, and check the position of the
master point.
Black Slab Kit
In addition to the items in the Hagerman Kit, bring the
following:
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Small cams to a #3 Camalot (to set up an easy
route climbers right of existing climbs)
70’ anchor static for setting up the climb
mentioned above
Another 200’ rope or two 100’ ropes to tie
together
112 - HMI WPG
HMI WPG - 113
FLY FISHING
INTRODUCTION
The intent of offering fly fishing as an activity is to give
students the opportunity to have fun, learn a new skill,
and connect to natural world.
Other First Day Activities and Rainy Day Options
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If time allows you may want to go into some of the
details that will be presented on day two.
On poor weather days you might consider showing
students how to tie flys or watch a fly fishing video.
DAY ONE PROGRESSION
Introduction
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Give students the general goals and progression for
the day.
Make sure that students have a hat, sunglasses and
their fishing licenses with them. While people are
fishing or practicing casting sunglasses and hats
should be worn by everyone in the area.
Introduce Equipment
Using a rod reel and line, introduce the equipment with an
emphasis on the importance of taking care not to break it.
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Rod- An extension of your arm; helps to get the line
out a distance.
Reel- Stores and retrieves line.
Metal Guides- Keep the line running straight.
Line System- The line is connected to the leader,
which is connected to the tippet.
Put together rods and reels.
Teach improved cinch knot with p-cord. Use 8 or
more pieces.
Tie flies onto tippet.
Casting Practice
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Go into a field to practice casting, use a piece of
tape at the end of your line to simulate the weight of
the fly.
Make sure no one is behind you when you cast and
if you are walking behind someone who is casting let
them know so they can pause before casting.
Teach the Cast. Thumb on top, cast with shoulder
and elbow not the wrist.
Show the Clock method. Go from 10am-1pm and
pause so that the lure has time to move out. Use a
steady rhythm and tell students that the cast is to
both get the fly out to the fish and to dry it out so
that it floats when it lands.
Drop the fly. Set down the fly gently do not let it fall
like a bomb. Keep the tip of your rod low and
pointing toward the fly while waiting for a fish to
strike.
When the fish hits set the hook by tightening the
line. Keep the rod tip up and the line tight while
playing and landing the fish.
Going Fishing
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If you are not already at your fishing site head out to
a pond or lake that has limited bushes and trees to
get lines caught in.
Point out some potentially good spots and let
students start fishing.
DAY TWO PROGRESSION
After the initial day of fishing subsequent days should go
into more depth discussing which flys to use and how to
pick good spots in a pond or river.
Lets go Fishing
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Chose a fly. Match the hatch, use a dry fly which
mimics adults or a wet fly that looks like larvae or
nymphs. The Caddis is the largest hatch in Lake
County. Match the size and the color (brown bug =
brown fly).
Review basic risk management concepts that were
introduced on day one.
Choose the right spot. Fish tend to hang out in
undercuts or on the margin between eddies and the
main current of a stream.
Sneak up on the fish. Avoid vibrations, casting a
shadow, and sloppy casts. Fish upstream because
fish face into the current and won’t see you.
Keep an eye on your fly be ready to set hook.
When the fish hits set the hook by tightening the
line. Keep the rod tip up and the line tight while
playing and landing the fish.
Catch and release. Avoid playing the fish to
exhaustion. Land fish quickly and remove hook.
Hold fish with wet hands and avoid removing the
fish’s reflective shine. Hold the fish in water and
wiggle until it is ready to swim away.
114 - HMI WPG
TRAIL WORK
INTRODUCTION
The primary purpose of trails is to concentrate impact in
high use areas onto more durable surfaces. Properly
located trails also control erosion, impacts on plants, and
protect sensitive seasonally wet areas. Trails themselves
can cause erosion and channeling in a specific area, and
poorly located trails can become braided with many side
trails or widened by hikers avoiding puddles. Trails, when
properly constructed, should serve the purpose of
protecting the area from the adverse impact of many
hikers and look as natural as possible. Trail work is a great
opportunity to have students think about their impacts
and how to best mitigate or reduce them. Doing trail work
is one way HMI can help to protect areas that visit
regularly.
“Trail work” can cover a multitude of actions, all aimed at
reducing future human impact in an area or restoring areas
where old trails are returned to a more natural state. All
of the work is intended to last for many years. There area
three types of trail work, each using a different set of tools
and techniques.
PROGRESSION
The Semester service project in October is typically four
days long. When counting service hours include any set-up,
take down, and endeavoring to do service (hiking to do
work, hunkering in a storm). This is typically 22 hours for
the Semester service project. This is a busy few days for
students, if the weather is nice you may find that you end
up doing trail work from early morning till late in the day.
Help students to manage homework stress if you end up
with exceptionally long days.
Day One
•
•
•
•
Hike in and set-up camp
Tools Talk
Trail Work (only if time permits)
HMI Classes (as there may be little time in the next
3 days)
Day Two
•
•
•
•
•
Hike to the work site
Risk management briefings on specific activities
Trail work
Cleanup and hike back to camp
Evening class, activity, circle, etc.
Day Three
•
•
•
•
•
Hike to the work site
Risk management briefings on specific activities
Trail work
Cleanup and hike back to camp
Evening class, activity, circle, etc.
Day Four
•
•
•
Possible morning trail work
Hike tools to trailhead
Reration
Inclement Weather
•
Work on trails below treeline
•
•
Hunker and hope to do trail work later in the day
Classes, study hall or other activities
WORKING WITH CFI
HMI has been working with the Colorado Fourteeners
Initiative (CFI) for many years. The October service
project with semester students is typically CFI’s last
project of the year and they usually staff it with very
experienced leaders.
Pre project prep is key to a successful expedition. Months
before the trip the Field Programs Manager for CFI and
the Director of Wilderness Programs at HMI discuss
project locations and set the dates of the trip. About a
month before the project CFI and HMI discuss the
specifics of each project including camp and project
locations.
HMI instructors should have a conversation with the CFI
leaders before the project to discuss the specifics of the
trip including: schedule details, specific below treeline trail
work options, experience level of students, HMI
instructor trail work experience, responsibilities, CFI
involvement in camp, etc. Division of responsibilities
between CFI and HMI staff is typically that CFI manages
the trail work projects, HMI manages in camp oversight,
and together decide scheduling details (times to meet, etc.).
CFI leaders are accustomed to starting work early in the
morning as the bulk of their projects are during
thunderstorm season. Discuss with the CFI leaders what
time make the most sense to start given recent weather
patterns, this may be early or if it is clear and cold it may
make sense to start a little later once the ground has had a
chance to thaw. CFI guides the decision about what is
feasible in below freezing temps and/or snow on the
ground. HMI instructors can and should advocate for
lower elevation projects in poor weather but should
recognize that if there is a foot of snow all the way down
to the trailhead it may be impossible to get trail work done.
In many situations morning snow will melt quickly and
you can salvage some of the day.
It can often be difficult for the crew leader to manage a
large group doing trail work. As the HMI instructor it is
helpful to keep the students engaged and excited, as often
times students finish a task before the crew can give them
another. CFI leaders have certain standards in the work
they complete and often will point out flaws in the step it
took you a very long time to build. Patience is key in these
projects. Remember that from the Forest Service and CFI
perspective, quality and longevity of trail work far
outweighs quantity.
There are a few specifics about equipment that are
different are different for trailwork projects. A sturdy pair
of old pants can be used while working so that nylon
windpants are not destroyed. Every day each person
should bring three water bottles and the group should
bring a dromedary full of water, as many work sites are
not near a stream.
Often CFI leaders enjoy being included in activities,
classes, circle, etc. Talk with them at the beginning of the
trip to see what they might be interested in.
BASIC TRAIL WORK TECHNIQUES
Trail construction consists of building structures out of
HMI WPG - 115
rock or logs to retain soil and prevent erosion. Structures
are built with large rocks (the rule of trail work is “if you
can carry it, it’s too small) placed to create the maximum
strength. Trail crews spend a lot of time making sure the
“contacts” or connections between rocks are solid (high
up on the rock and at the edges, or “high and outside”),
which can be frustrating for volunteers. The idea is to
create a structure that will last a hundred years without
maintenance. After setting the rocks, space around the
structure is filled with “crush,” an aggregate of small rocks
broken by a hammer to the preferred diameter. The top is
then covered with dirt. Structures are built to last but also
to look natural. Minimizing or “naturalizing” the impact
of moving rocks, digging holes, and other parts of trail
construction is an important part of finishing trail projects.
•
•
Hand tools are used to build the structures and may
include the following: Shovel, Pickmattock (pick on
one end, mattock grubbing tool on the other), 2-3.5
pound hammer (also known as a “single jack” or
“chink hammer,” 6-10lb sledge hammer (also known
as a “double jack”), rock bar (a 10-18lb iron bar with
a beveled edge for more leverage), pulaski (an axe on
one end and a mattock on the other), webbing nets
for moving rocks, and canvas dirt bags for
transporting dirt or small rocks.
There are three major types of structures in trail
construction:
Check Steps: Check steps catch grade to hold soil on the
trail rather than having it erode into more of a channel.
The step face faces downhill, perpendicular to the trail.
Many together make a staircase.
Water bars: Water bars are used to prevent water from
continuing to flow on the trail and directs the flow off the
trail into a small channel. Water bars face uphill and the
face of the bar is at a 30 degree angle or so from the trail.
Retaining wall: Trails that cut into the side of a hill often
need a retaining wall on either side of the trail to prevent
the trail from eroding downhill. Walls can be single or
multi-tiered, and up to hundreds of feet long.
Trail Maintenance
Trail maintenance is lighter work that makes a trail usable
by people and removes obstructions that would cause
users to step off and widen the trail. Trail maintenance is
done with lighter tools, including: shovels, loppers (large
pruning scissors), pruning scissors, a pruning saw, possibly
a crosscut or larger saw and possibly a small hammer.
There are four types of basic trail maintenance:
Brushing: Brushing clears the trail corridor to allow free
movement along the trail. If the trail is used by stock, the
guideline is that no branches or other vegetation should be
in a 6 foot wide by 10 foot tall area from the center of the
trail. When brushing cut at the base of the branch that
hangs into the trail, even if it is far off the trail. Otherwise
the branch will grow back into the trail. Often this means
that students will be cutting relatively large amounts of
vegetation. Throw or move the cut branches off of the
trail and out of sight.
Rocking: Trails need to be free of rocks larger than a fist
or softball size. Rocks should be thrown pretty far off the
trail rather than stacked on the edge, which would lead to
unsightly walls and piles in high rockfall areas.
Cleaning water bars: Water bar drains need to be cleared
in order to preserve their proper function of kicking water
off the trail. Shovel the dirt onto the downhill side of the
water bar.
Draining: Large puddles on the trail that should be
drained if a small channel will suffice.
Restoration and Rehabilitation
Restoring previously impacted areas is an important part
of wilderness work. Restoration focuses on making areas
look natural and to enhance the ability of an area to
rebound from adverse human impact. This often requires
borrowing material (duff, plants, soil) from other areas
and spreading it around. Remember to restore the borrow
area by not over taking the resource and spreading it back
around. It is often necessary to rehabilitate and restore
areas affected by trail construction projects (holes where
rock was removed, minor trails).
Restoration also makes highly impacted or previously
popular areas inconvenient or unnoticeable to users. This
often requires placing dead logs in the way and covering
the area in duff to promote regrowth. Restoration should
look as natural as possible, so often dead logs should be
dug into the area, plants can be transplanted, and rocks
buried to inconvenience users (especially in old campsites).
Restored areas should look as though nothing had
happened there before and discourage users from
returning.
Risk Management
Working with tools and moving heavy rocks presents
significant risk. There are many ways to mitigate these
risks. CFI typically introduces risk management concerns
through introductions to tools and specific activities. CFI
does a “Safety Briefing” at the beginning of the project
that outlines some basics that students have heard before
(hydration, environmental concerns, etc.). In your
conversation with the CFI leaders before the project
explain the risk management concepts that students are
already familiar with so that the CFI leaders concentrate
their briefing on concepts that are new to our students
(some review is inevitable and valuable for students).
Personal Protective Equipment: All students and
instructors should have safety glasses (sun glasses),
especially when around swinging tools (hammers,
pickmattocks), gloves, long pants, boots, helmets (when
advised by CFI), long sleeves (when advised by CFI).
Situational Awareness: Students should be aware of their
location relative to other people on the project especially
on hills. Students need to be aware of rolling rocks,
swinging tools, moving rocks. Have them recall the
“blood bubble” and “clear path” when chopping wood on
campus.
Proper lifting and moving large objects: Make sure
students do not overextend themselves in trying to move
large rocks and other materiel. Encourage students to ask
for help and work with each other. Students should be
taught and often reminded to lift with their legs (having
them look up and forward as they lift is an easy way to
ensure proper form) rather than their back. When moving
something across their body move the whole body (by
turning with feet rather than the core).
Proper tool use: Tools should only be used for their
116 - HMI WPG
exclusive purpose (rock bars are not chisels, shovels are
not pry bars, hammers are not for digging, etc), otherwise
tools may break. Use of hammers should be focused on
accuracy of hits rather than pure strength and speed. Poor
hammer use results in broken handles. In addition to the
“blood bubble” concept, students should recognize where
their hands will be at the end of the swing.
The CFI “TOOL TALK/CUSS”
“C”- CARRYING TOOLS
-Always wear gloves
-Pick up a tool and feel for the balance point
-Carry tools in hands with arms at sides
-Never carry tools propped on your shoulder
-Tools should be carried on the downhill side of the trail
-Carry the heaviest or most dangerous tool on the
downhill side
-Maintain a safe distance between people
“U”- USING TOOLS
-Check tools for damage
-Adopt the proper stance for using the tool
-Have secure footing before using tools
-Maintain a safe working distance between people
-Use all tools in a motion parallel to the body
-Lift with the legs
“S”- STORING TOOLS
-Concentrate all tools in one area and gather tool sheaths
-Store all tools on the uphill side of the work section
-Never sink tools into the ground or into stumps
-Store rock bars on the ground, parallel with the hillside
contour
“S”- SAFETY WITH TOOLS
-Always use personal protective equipment
-Use the right tool, the right way, for the job at hand
-Remove broken tools from use and tag them
-No roundhouse swings
-Stay alert when others are using tools nearby
-Trade off on tools for relief from repetitive stresses
-Be thinking about the consequences of every move
Communication: Emphasize precision in language. When
moving rocks, often the one person says “should we move
it there or there” and the answer is “there.” This can lead
to people working against each other or in a controlled
movement.
Pacing: Encourage students to rest and get water and
snacks often. Injuries happen most when people are tired.
HISTORY OF THIS DOCUMENT
HMI WPG - 117
During RMS 2 Christopher Barnes composed the original
P&P Curriculum, which went into use in RMS 3.
Additions and edits were made over subsequent years and
in 2006 the P&P Curriculum was renamed the Wilderness
Curriculum and revisions were made to make the
document more applicable to all HMI Wilderness
Expeditions (not just the semester). In 2008 the
Wilderness Curriculum was streamlined and supplemental
class outlines could be taken into the field depending on
the course.
During the fall of 2010 and spring of 2011, RMS faculty
and apprentices were solicited for input on how-to create
a comprehensive resource for HMI Field Instructors. The
first iteration of the new Wilderness Program Guide was
edited by Justin Talbot, the Director of Wilderness
Programs and Risk Management, and went into use for
the first Summer Term in 2011. Apprentices, Eliza O’Neil
and Paul Landsberg were instrumental in helping to form
the initial concept and draft of the first version of the
Wilderness Program Guide. The current version still has
much of the original content drafted in the early years of
the school.
ENDNOTES
Molly and Christopher Barnes (Founders)
conceptualized the founding principles in 1998.
2 Ben Dougherty, Academic Dean, 2010-present, helped
to guide the formation of the Enduring Understandings.
3 This system of Instructor Qualifications was borrowed
from NOLS.
4 Thanks to Carrie Mallozzi, Apprentice Coordinator,
2008 to present, for writing this section.
5 The concept of “Grasshopper Teaching” was originally
introduced by Paul Petzoldt founder of NOLS and WEA.
6 “Class Class” is an ever evolving class that is taught to
new field instructors, the original concept is from NOLS
Instructor Course Curriculum.
7 Thanks to Jeff Bush, Apprentice RMS 26, for writing this
section.
8 Christopher Barnes authored this section.
9 Christina Reiff, Director of Summer Term and Adjunct
Programs, 2006-present, authored this section.
10 Audrey Kruse, Science Faculty, 2008-2011, authored this
section.
11 Independent Student Travel is a concept developed by
NOLS.
12 A combination of field experience, knowledge passed
between outdoor education professionals and the
“collective wisdom” of the HMI faculty and staff is the
primary source for much of the information in this section.
A few key written sources are as follows:
Petzolt, Paul Wilderness Handbook 1974
Harvey, Mark The NOLS Wilderness Guide 1999
Gookin, John 1999 NOLS Wilderness Educator
Notebook 1999
Gookin, John 2001 NOLS Leadership Education Toolbox
2001
1
O’Bannon, Allen Allen and Mike’s Really Cool
Backpackin’ Book 2001
13 Tilton, Buck The Wilderness First Responder 1998
Forgey, Wm W Wilderness Medicine Society Practice
Guidelines for Wilderness Emergency Care 1995
14 Thanks to Sam Critchlow for this class.
15 Thanks to Doug Capelin, Director of Deer Hill Summer
Expeditions in Mancos Colorado for sharing this
wonderful concept.
16 Thanks to Eliza O’Neil for reformatting and rethinking
the HMI Navigation curriculum.
17 www.LNT.org was the chief resource for this section.
Paul Landsberg, RMS 26 Apprentice, formatted the
presentation of this class.
18 Much of the HMI’s Risk Management Material comes
from years of collective field experience and personal
communications with Risk Management Professionals.
Also see the endnotes of the HMI Risk Management Plan.
19 Gookin, John 2010 WRMC Procedings Backcountry
Lightning 2010
20 Thanks to Eliza O’Neil, RMS 25 Apprentice, for this
class outline which combines NOLS concepts with others
found in the HMI TLE Curriculum.
21 Adapted from: Green, Rachael “Feedback” 2001 NOLS
Leadership Education Toolbox Gookin, John Ed et al
2001 p24
22 Thanks to Sean Bowditch, former RMS Faculty member,
or pulling together this class format.
23 Thanks to Karl Remsen, Athletic Director and Math
Faculty, 2005-present, for authoring this section. Sam
Critchlow, Math faculty, 2008-2011, provided the story
activity for this section and took the picture of his
students navigating their way through Las Vegas on a
return trip from the KOFA.
24 Becca Katz, Spanish Faculty, 2008-2011, reformatted
this class. A similar class was originally a NOLS concept.
25 Adapted from the NOLS “No Dose Leadership” class
and Ben Dougerty’s notes for the version of this class that
he has used during parents weekend.
26 Baker, Molly March 2005 “Landfullness in AdventureBased Programming: Promoting Reconnection to the
Land” Journal of Experiential Education.
27 Thanks to Daly Wolfe (HMI Semester 28 Apprentice)
for putting together the sense of place classes.
28 Klucas, Gillian. 2004. Leadville: The Struggle to Revive an
American Town.
29 Bartsoharr, Paul J.; Cappa, James A., 2007. Geology and
Mineral Resources of Lake County, Colorado. 2007.
30 Voynick, Steve. In Search of the Glory Days. High
Country News.
31 Raabe, Steve. 2011. Reopening of Climax Mine
Welcomed but Not Heralded in Leadville. The Denver Post.
32 Bronski, Peter. 2008. Powder Ghost Towns: Epic Backcountry
Runs in Colorado’s Lost Ski Resorts.
118 - HMI WPG
33 Nye, David. American Technological Sublime.
Cambridge: The MIT Press. 1996.
34 Leadville Herald Democrat. March 17, 1886. In
Griswold, Don L. and Griswold, Jean Harvey.
History of Leadville and Lake County, Colorado: From
Mountain Solitude to Metropolis. Boulder: Johnson
Printing Company. 1996. All future references to
the Herald Democrat (LHD) are from Griswold &
Griswold.
35 LHD. 3/17/1886.
36 Carbonate Chronicle. March 22, 1886. In Griswold,
Don L. and Griswold, Jean Harvey. History of
Leadville and Lake County, Colorado: From Mountain
Solitude to Metropolis. Boulder: Johnson Printing
Company. 1996. All future references to the
Carbonate Chronicle (CCH) are from Griswold &
Griswold.
37 LHD. 3/17/1886.
38 CCH. 3/22/1886.
39 Blair, Edward. Leadville: Colorado's Magic City.
Boulder: Pruett Publishing Company. 1996. Pg. 153.
40 LHD. 3/28/1886.
41 CCH. 5/3/1886.
42 LHD. 5/15/1886.
43 CCH. 5/3/1886.
44 CCH. 8/2/1932
45 LHD. 7/28/1887.
46 Ibid.
47 CCH. 10/5/1932.
48 LHD. 9/30/1887.
49 Griswold and Griswold. Pg. 1932
50 LHD. 8/2/1887.
51 LHD. 7/28/1887.
52 Peck, Gunther. Reinventing Free Labor: Padrones and
Immigrant Workers in the North American West, 18801930. Cambridge University Press: 2000.
53 New York Call. October 3, 1912. Pg. 3; Miner's
Magazine, October 24, 1912. Pg. 9. Quoted it, Peck,
Gunther. Reinventing Free Labor: Padrones and
Immigrant Workers in the North American West, 18801930. Cambridge University Press: 2000. Pgs 217218.
54 Beveridge, Albert. The March of the Flag. Campaign
Speech, September 16, 1898. From "Modern
History
Sourcebook."
http://www.fordham.edu/halsall/mod/1898beveri
dge.asp. Accessed 5/15/2013
55 Ibid
56 CCH. 9/13/1886
57 LHD. 6/19/1886.
CCH. 5/23/1887.
Ibid.
60 Nye, David. American Technological Sublime.
Cambridge: The MIT Press. 1996.
61 CCH. 6/20/1887.
62 CCH. 5/16/1887.
63 CCH. 10/31/1887.
64 Nye, David. American Technological Sublime.
Cambridge: The MIT Press. 1996. Pg. 37.
65 Ibid. Pg. 47.
66 LHD. 8/17/1887.
67 Ibid.
68 LHD. 9/9/1887.
69 Griswold and Griswold. Pg. 1873.
70 LHD. 8/21/1887.
71 CCH. 10/3/1887.
72 LHD. 9/4/1887.
73 CCH. 9/12/1887.
74 CCH. 6/20/1887.
75 LHD. 10/2/1887.
76 LHD. 8/31/1887.
77 CCH. 10/10/1887.
78 LHD. 9/14/1887.
79 Ibid.
80 Ibid.
81 LHD. 9/30/1887.
82 LHD. 12/6/1887
58
59
83
http://en.wikipedia.org/wiki/Busk%E2%80%93Iv
anhoe_Tunnel
84 "Pinecliff: author." Trainorders.com Discussion
Board.
3/28/2013.
http://www.trainorders.com/discussion/read.php?
1,3033479. Accessed, 5/15/2013
"10th Mountain Division History." 10th Mountain
Division. Metropolitan State College of Denver. Web. 30
Nov.
2011.
<http://www.mscd.edu/history/camphale/tmd_001.html
>.
86 Shelton, Peter. Climb to Conquer: The Untold Story of World
War II's 10th Mountain Division Ski Troops. New York:
Scribner, 2003. Print.
87 Thanks to Sara Russel and Daly Wolfe for their
contributions to this class.
88 Thanks to Daly Wolfe for compiling this reference
material her references include:
"Arches National Park." Gorp.com. 15 Sept. 2010. Web.
Mar. 2012. <http://www.gorp.com/parks-guide/travelta-arches-national-park-ecotourism-moabsidwcmdev_067612.html>.
Audrey Kruse’s Plant Adaptations Field Lesson Plan
85
HMI WPG - 119
Barnes, F. A. Canyon Country Geology for the Layman and
Rockhound. Thompson Springs, UT: Arch Hunter, 2000.
Print. Ser. 11.
"Cedar Mesa Information." 08 Sept. 2011. Web. Mar.
2012.
<http://www.blm.gov/ut/st/en/fo/monticello/recreatio
n/places/cedar_mesa/cedar_mesa_information.html>.
"Dark Canyon Information." 28 June 2011. Web. Mar.
2012.
<http://www.blm.gov/ut/st/en/fo/monticello/recreatio
n/places/dark_canyon/dark_canyon_information.html>.
Foos, Annabelle. Geology of the Colorado Plateau. University
of Akron.
"Grand Gulch Information." 07 Sept. 2011. Web. Mar.
2012.
<http://www.blm.gov/ut/st/en/fo/monticello/recreatio
n/places/grand_gulch/grand_gulch_information.html>.
Williams, David B. A Naturalist's Guide to Canyon Country.
Helena, MT: Falcon, 2000. Print.