From Yellowstone to Acadia and Zion

Develop Vocabulary
Botany, English, Government, Social Studies

Terms associated with the National Park Service, its defined organization and responsibilities, are found in In the Know. Teachers should review the terms in order to become familiar with the expectations, complexity of distinctions of protected areas, and varied activities of the National Park Service. Help students to use them correctly during the suggested activities in this guide.

Wish the NPS Happy Birthday
Career Education, Government, Social Studies, U.S. History

Do students know where parks are located in their community? What do they do when they visit one? Who is responsible for keeping them clean and safe? Teachers should explain the difference between a community, state and national park.

Teachers might introduce this discussion with a map. Together list the names of national parks in your state or region. Ask students to locate them on the map.
• Have your students visited any of these parks?
• What are their memories of the visit?
• What was the favorite part of the visit: areas for a picnic, an interpretive center, new animals or flowers, local history and cultural experiences?

Give KidsPost article “National Park Service marks 100 years of preserving natural treasures.” Discussion could include:
• On what day was the National Park Service established?
• What is the purpose and responsibilities of the NPS?
• What jobs are needed to make a visit to a national park special and safe — especially if there are 307 million visitors?

Become a Park Ranger
Career Education, Social Studies

In Oh, Ranger! the first NPS director, Stephen T. Mather, is quoted, describing the work of rangers:

They are a fine, earnest, intelligent, and public-spirited body of men, these rangers. Though small in number, their influence is large. Many and long are the duties heaped upon their shoulders. If a trail is to be blazed, it is “send a ranger.” If an animal is floundering in the snow, a ranger is sent to pull him out; if a bear is in the hotel, if a fire threatens a forest, if someone is to be saved, it is “send a ranger.” If a Dude wants to know the why, if a Sagebrusher is puzzled about a road, it is “ask the ranger.” Everything the ranger knows, he will tell you, except about himself.

Discuss the different roles of park rangers envisioned from the beginning of the NPS.

The National Park Service provides opportunities for high school and college students to volunteer or hold internships. There are full- and part-time jobs as well as seasonal positions. Visit the Work With Us section on the NPS website to learn details.

Give students the KidsPost article “What it’s like to be a national park ranger” to read and discuss.
• Discuss the interpretation and protection roles that rangers perform.
• Why does a park ranger need to be physically fit?
• In what ways has the job of park ranger remained the same? Expanded?
• Why does Ann Posegate encourage students to attend college? Volunteer at parks?
• Think about being the superintendent of a national park. What job opportunities will you have posted to run your park well?

Consider America’s Heritage
Geography, Government, Social Studies, U.S. History

The NPS Heritage Initiatives includes organizing its resources by ethnic groups and related topics. Through visits to the parks and heritage areas, reading the essays, and meeting the authors “the history of underrepresented groups can be recognized, preserved and interpreted for current and future generations.”

Telling All Americans’ Stories may be used for student activities that include:
• Plan field and family trips that focus on diverse peoples, their arts and cultural contribution to the American society.
• Study the racial composition and contributions of different races and ethnic groups to America.
• America is founded on a democratic ideal. What contradictions to this ideal can be found by visiting national parks and historic places? In what ways does America continue to struggle with actualizing this idea?

Keep in mind that the resources listed online will vary as the activities change during a year. With that in mind, the student handout, Telling All Americans’ Stories, has been worded generally to allow teachers to make an assignment to meet their goals.

Teachers should consider a visit to one or more of these national parks for students to experience the historic site and the stories preserved through it, take advantage of its interpretive services and understand the impact upon and influence of diverse peoples that compose the American people. Fourth graders, in particular, are given free admission in order to encourage their experiencing a NPS site.

Help a Park
Art, Botany, Environmental Science, Government, Social Studies

Green spaces are important to a community. They offer a refuge for humans and animals, a natural ecosystem and biodiversity, a place for recreation and public meetings. Ask students to consider each of these:
• How many parks and public spaces are in your community? What kinds of activities take place in them?
• Is there an abandoned lot in your town that might be turned into green space?
• Is there a community, state or national park at which they may volunteer?
• Students can inform their school community of parks available to them, events to be held there, and needs for repair and new equipment with articles in student media.
• Literary-art magazine staffs could organize an art exhibit in your school’s garden or a community park.  

Get Acquainted with National Parks
Geography, Social Studies, U.S. History

Teachers are encouraged to post or give students U.S. maps on which they can locate the national parks and monuments named in the following article. Read one or more of The Washington Post articles and discuss:
• Most- and least-attended national parks
• Oldest, newest, largest, smallest — a roundup of U.S. national park superlatives
• As the National Park Service turns 100, a look at 59 wonders it works to preserve

Give students "Where Will You Find …?" to quiz their knowledge of the national parks.

Plan a Visit to a National Park
Geography, Mathematics, Social Studies
Teachers might begin this activity by asking students to locate on a U.S. map the national parks they have attended. Interest in the national parks may also be garnered from doing “Where Will You Find …?”

This is a road trip that combines fun and adventure with definite requirements. Give students 3 Parks in 3 Days activity pages that outline the assignment, give a sample itinerary in Utah, and guidelines for the written itinerary that will take them to three national parks in three days.

Hear All of It
English, Reading, Media Arts

Do you have sight-impaired students or reluctant readers? The e-Replica edition of The Washington Post has a special service you should try. Teachers should review “Hear All of It” with the class or with the students who would most benefit using this feature. For example, this could be used for a note-taking exercise — either for recording main ideas or for listening and jotting down questions as well as key points.

Nominate a Park
English, Environmental Studies, Government, Marine Biology, Social Studies, U.S. History

National and state parks preserve natural environments — forests, deserts, caves, mountains, seashores and underwater domains — and the animals who dwell there. All 50 states, D.C. and U.S. territories have parks.

• Where would students want the next national park to be located? A new state park?
• Are there animals or plant life, flora or fauna, that need to be protected?
• What characteristics would their next national park have?
• Why should this area be preserved and protected for now and the future?

After students have determined where and why they would nominate another area to be a national or state park, to whom might they send a letter making their suggestion? Work together to write a persuasive and informed letter. Consider photographs, charts and maps that may be attached. Send the suggestions to one to four best recipients of such a nomination.

Commit to National Parks?
English, Social Studies, U.S. History

Read “We must recommit to national parks, America’s cathedrals” by Jonathan B. Jarvis, director of the National Park Service. Jonathan Jarvis likens his leadership of the NPS to that of its first director. What is the similarity?

For a guided discussion, give students Enjoy America’s National Parks. Questions are directed to Jarvis’ commentary as well as responding to a short descriptive passage. The last question refers to Northeast Canyons and Seamounts Marine National Monument and the Papahanaumokuakea Marine National Monument.

For more background, teachers may wish to read the Q&A with Jarvis conducted by The Post’s Brady Dennis who reports on the environment and public health issues. See ‘Climate change is going to drive a lot of change in the national parks.’ 

Who Maintains and Preserves the National Mall?
Botany, Environmental Science, Government, Social Studies

The National Mall in Washington, D.C., is an example of jurisdictions that share the work of maintaining, restoring and preserving the land, monuments and memorials within national parks, historic sites and designated areas. The National Park Service and its rangers are the most visible presence on the Mall. Look for the NPS logo.

The Trust for the National Mall works on major projects, especially in seeking funding. The Smithsonian Institution maintains its museums and the Smithsonian Gardens is responsible for the landscapes and gardens. The National Fund for the U.S. Botanic Garden shares responsibility for another area.

Teachers could introduce students to these different organizations through their websites. Follow this with looking at a map of the National Mall. Ask students to do a web search of the monuments, memorials and buildings to confirm who is responsible for them.

View a Ken Burns Documentary
English, Media Studies, U.S. History

PBS provides lesson plans to accompany viewing of Ken Burns’ documentary The National Parks: America’s Best Idea. These cover social studies, U.S. History, geography, government as well as language arts, music and mathematics standards.

Locate a Protected Area
Career Education, Geography, Government

KidsPost introduces their readers to Katahdin Woods and Waters National Monument in Maine, America’s 413th park unit managed by the National Park Service.

Read and discuss “Meet the National Park Service’s newest protected area.” Questions could include:
• Who donated the land? How did she acquire so much land in Maine?
• Katahdin Woods has both historic associations and natural resources. What are they?
• Who and why were there opponents to the donation of private land and Obama’s creation of a national monument?
• What kinds of jobs will the park provide?

President Obama established the first marine monument in the Atlantic Ocean. Read "Obama designates the first-ever marine monument off the East Coast, in New England."

Read an Editorial
English, Government, Journalism, Media Literacy, U.S. History

Before assigning the editorial, teachers should define “benefit-cost ratio,” “biodiversity,” “ecosystem” and “marine sanctuary.”

Read the Post editorial, “Why conservation matters.” Discussion could include both content and writer’s approach:

• A national monument is established by executive order. Which president initially established Papahanaumokuakea Marine National Monument ten years ago?
• What are “planetary boundaries”?
• What are the benefits of “unharmed ecosystems” to humans?
• What findings were reported in Nature?
• In what ways do the studies cited in Science and Nature relate to President Obama’s creation and expansion of existing national monuments? To the editorial position?
• Where does the editorial writer make a concession?
• Why do editorial writers include studies?
• The editorial begins and ends with addressing “conservation balance.” What is it? What is the cautionary conclusion of the editorial?

Contain Man and Beast
Art, Environmental Science, Journalism, Media Literacy, Photography

Whether students send their photographs of visits to state and national parks to the Capital Weather Gang, display their drawings in the classroom or share their paintings with friends, they “contain man and beast.”

They are following in the footsteps of Ansel Adams, George Catlin and many more who take camera, paint brush or pencil and pad with them into parks. Give students “Containing Man and Beast” handout to give examples of the diverse techniques and stories told.

For background, read “The Nature of Art: Communicating Park Science, Nature and Culture through Art.” Although Alaska’s national parks are the canvas, these connections can be made in local, state and national parks.

Teachers may also share “13 Photographers Who Captured the Epic Beauty of America’s National Parks.”

Play a Role, Become a Stakeholder
Career Education, Civics, Economics, Government, Social Studies

Read “Obama creates the largest protected place on the planet, in Hawaii.” Teachers may approach discussion of the news through the lens of the stakeholders and their different perspectives.

This article can serve as a foundation document before conducting “Role Play: Science and Expert Testimony — Discovering the Interconnections Between Science, Law and the Public.” Teachers are encouraged to review Teachers Notes.

Review the advertisement, "Thank you, President Obama." What organizations have sponsored the full-page ad? 

Teachers who do not have time to conduct the entire role play activity could focus on the National Marine Sanctuaries Act (see page 8).

• Why are marine sanctuaries important? How do they fulfill the founding mission of the National Park Service?
• Locate marine sanctuaries. Where are most located?
• Discuss what the Act allows and restricts.
• How might students modify the Act during reauthorization?

Post NIE Guide Editor & Writer | Carol Lange
Post NIE Guide Art Editor | Carol Porter