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
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.
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.