Role of NPS Curriculum-based Programs

Content Outline l Resources l Developmental Activities | Next

Purpose
Curriculum-based programming in the NPS is important to the parks as well as the organized groups who participate in them. For many organized groups, national parks provide tangible connections to the ideas they study. At the same time, the programs serve as a venue to create future constituents for the park and to promote stewardship and preservation.

Objectives
Upon completion of this component, the learner will be able to:

• List at least three ways curriculum-based programs in national parks benefit organized educational groups;

• List at least three ways curriculum-based programs can support resource stewardship and the mission or goals of a park;

• Describe the relationship between the individual curriculum-based program and a park's overall education plan or Comprehensive Interpretive Plan.

Approach
Curriculum-based programs are the result of a partnership between national parks and organized groups. This relationship is symbiotic in nature, benefiting both organizations, and ultimately the students and park resources.

Content Outline

I. Benefits of curriculum-based programs to organized groups

A. Connects learners with the resource

- Reinforces classroom learning
- Opportunity for inquiry-based learning
- Field-experience vs. classroom experience

B. Connects learners to studies

- Brings something in the studies "to life"
- Brings context to their studies
- Provides opportunity for emotional /intellectual connections to the resource

II. Benefits of curriculum-based programs to the park

A. Exposes learners to park's interpretive themes and stories
B. Encourage interdisciplinary and inter divisional approaches
C. Address critical resource issues

- Everglades case study
- Acadia carriage roads
- Boundary issues
- Archeological site impacts
- Battlefield preservation
- Others?

D. Enhances park's relationship with the community and schools

- Great Smoky Mountains Community Program
- Golden Gate National Recreation Area

E. Encourages community involvement in park planning

- build sustainable ties with surrounding communities

F. Creates future constituencies

- Introduces learners to the park and NPS mission

G. Promotes preservation and stewardship

III. NPS benefits

A. Promotes national and global issues
B. Promotes preservation and stewardship
D. May provide research opportunities not otherwise possible (i.e. GRSM All-Taxa project)
E. Promotes NPS mission
F. Promotes parks as learning centers
G. Promotes thematic links and telling a more holistic story
H. Promotes professionalism of staff
I. Promote careers within NPS to a wide constituency

IV. Matching park mission and interpretive themes to group's curriculum

A. Integrating park themes and curriculum interests
B. Applying park-related multiple perspectives and a broadened context to learning objectives of group
C. Providing opportunities for emotional and intellectual connections to the meanings and significance of the park resource, and resource issues facing the park
D. Creating a partnership that connects park resources and compelling stories told through those resources to the group's learning objectives

Return to the Top

Resources
The Interpretive Process Model, NPS Interpretive Development Program, 2002. The Interpretive Process Model provides a framework for the development of interpretive programs and products. It consists of a sequence of activities that guide an interpreter to develop opportunities for their audiences to make emotional and intellectual connections to the meanings of the resource, as well as cohesively develop an idea or ideas that are relevant to the resource and the audience.

Programming for School Groups - An Interpreter's Guide, National Park Service, 1991.

Santa Fe Symposium, report, NPS, 1999.

Shaping the System, National Park Service, Harpers Ferry Center, 1991.

Return to the Top

Suggested Developmental Activities
1) Read and understand your site's interpretive themes, CIP, and education plan (if they exist); also the strategic plan, general management plan, and resource management plan. From these documents, describe or list the primary goals of the park and the areas of resource protection concerns. Describe how a current (or planned) curriculum-based program could help the park meet these goals and address resource concerns.

2) Brainstorm reasons why educational groups visit NPS areas or request NPS programs. Talk with other park staff that work with educational groups and confirm your brainstormed list/add additional reasons.

3) Pick three parks (large, medium and small) that have established education programs. Contact the park's chief of interpretation or education coordinator and discuss the following questions/issues:

- What curriculum-based programs are offered?
- How have these programs been developed to meet park goals? What experiences provide opportunities for the learners to make intellectual and emotional connections to the site's resources?
- Identify the similarities and differences in the established education programs.
- Discuss the ways (including thematic presentation, development of the topics and use of good techniques) in which the presentations educate groups about the parks' critical resource issues.
- Does the age-group affect how the issues and topics are addressed?

4) Identify group leaders and educators who have been involved with park programs and arrange a conversation with them to better understand their perspectives on the benefits of NPS education programs.

Next Component

Elements of Curriculum-based Programs

Return to the Top

Editor: STMA Training Manager Interpretation