American National Parks: A Multi-Day Expedition Through History

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American National Parks: A Multi-Day Expedition Through History

Grade 10Social StudiesHistoryGeography8 days

In this project, 10th-grade students become historians and explorers, immersing themselves in a chosen national park to understand its historical significance, geographical features, and impact on American identity. They design a multi-day expedition, addressing preservation challenges. Students analyze the park's influence on American culture and evaluate conservation efforts, presenting their research in engaging multimedia presentations, fostering a comprehensive understanding of national parks within the context of American history and environmentalism.

National ParksAmerican HistoryGeographyConservationExpedition PlanningCultural ImpactEnvironmental Awareness

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as historians and explorers, immerse ourselves in a chosen national park to understand its historical significance, geographical features, and impact on American identity, while also addressing the challenges of preservation and designing an enriching multi-day expedition?

Essential Questions

Supporting questions that break down major concepts.

How do national parks reflect American history and values?
In what ways have national parks shaped American identity and culture?
What are the geographical and ecological features of the chosen national park?
How have historical figures influenced or been influenced by the park?
What are the challenges and opportunities in preserving and managing national parks?
How can a multi-day expedition enhance our understanding and appreciation of the park?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to describe the physical geography of a chosen national park.
Students will be able to summarize the history of a chosen national park, including significant figures and events.
Students will be able to analyze the impact of national parks on American identity and culture.
Students will be able to design a multi-day expedition into a national park, considering logistical and environmental factors.
Students will be able to evaluate the challenges and opportunities in preserving and managing national parks.
Students will be able to present research findings in a clear and engaging manner, incorporating historical and geographical information, as well as expedition plans.
Students will be able to compare and contrast different national parks, identifying common themes and unique characteristics.
Students will be able to assess the role of national parks in promoting conservation and environmental awareness.
Students will be able to formulate research questions and locate credible sources of information about national parks.
Students will be able to collaborate effectively in teams to research and present information about a national park.
Students will understand the significance of national parks in the context of broader American history and environmentalism.

Entry Events

Events that will be used to introduce the project to students

Emergency at the National Park

The class is transformed into a 'National Park Preservation Society' facing an emergency: a fictional environmental threat (pollution, invasive species, climate change impact) is rapidly endangering a specific park. Students must assume roles (scientists, historians, park rangers) and collaborate to develop an emergency action plan, using their initial knowledge and research to propose solutions and protect the park's resources.

Park Innovation Pitch

Simulate a 'Shark Tank' style pitch event where local communities or organizations propose ideas for new National Park attractions, improvements, or historical interpretations. Students act as 'investors' who must evaluate the proposals based on their potential impact, historical accuracy, feasibility, and alignment with the park's mission, sparking debate and critical thinking about the parks' future and relevance.

Sensory Exploration: Unveiling the Parks

Present the class with a series of stunning but decontextualized images and audio recordings from various National Parks – landscapes, wildlife, historical audio clips. Students must engage in a 'sensory exploration,' sharing their initial impressions, asking questions, and collaboratively piecing together the fragments to identify the park, its unique features, and potential stories hidden within the sensory details.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Research Question & Source Expedition

Students will develop a focused research question about their chosen national park and identify three credible sources (primary or secondary) to begin their investigation. They will summarize each source and explain its relevance to their research question.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Brainstorm a list of potential research questions about the park, focusing on specific historical events, geographical features, or cultural impacts.

2. Refine the research question to be focused, clear, and researchable.

3. Locate three credible sources (e.g., academic articles, historical documents, park service websites) that can help answer the research question.

4. Summarize each source and explain how it relates to the research question.

Final Product

What students will submit as the final product of the activityA documented research question with three annotated sources, including summaries and explanations of relevance.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: 'Students will be able to formulate research questions and locate credible sources of information about national parks.'

Activity 2

Park Geography & History Visual

Students create a visual representation of their park's geography, annotating key features and historical landmarks. This can be a hand-drawn map, a digital rendering, or a physical model. Alongside the visual, students will write short descriptions of the key geographical features and historical events associated with them.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research the geography of the chosen national park, identifying key features such as mountains, rivers, forests, and deserts.

2. Research the history of the park, noting significant landmarks and events that occurred in those locations.

3. Create a visual representation of the park's geography, either by hand or using digital tools.

4. Annotate the map or model with key geographical features and historical landmarks.

5. Write short descriptions of each feature and event, explaining their significance.

Final Product

What students will submit as the final product of the activityAn annotated geographical map or model of the national park with accompanying descriptions of key features and historical events.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goals: 'Students will be able to describe the physical geography of a chosen national park' and 'Students will be able to summarize the history of a chosen national park, including significant figures and events.'

Activity 3

Culture & Conservation Essay

Students will write an essay exploring the impact of their chosen national park on American identity and culture. They will analyze how the park has been represented in art, literature, and popular culture, and discuss its role in promoting conservation and environmental awareness.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research how the national park has been portrayed in art, literature, film, and other forms of media.

2. Analyze the cultural values and beliefs associated with the park.

3. Discuss the park's role in promoting conservation and environmental awareness.

4. Write an essay that synthesizes these findings, providing a nuanced understanding of the park's impact on American identity and culture.

Final Product

What students will submit as the final product of the activityAn essay analyzing the park's impact on American identity and culture, including its representation in media and its role in conservation.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goals: 'Students will be able to analyze the impact of national parks on American identity and culture.' and 'Students will be able to assess the role of national parks in promoting conservation and environmental awareness.'

Activity 4

Expedition Architect

Students will plan a detailed multi-day expedition into their chosen national park, including a route, activities, and considerations for logistics and environmental impact.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research potential routes and activities within the national park.

2. Develop a detailed itinerary for each day of the expedition, including specific locations, activities, and estimated times.

3. Create a list of necessary equipment, including camping gear, food, and safety equipment.

4. Consider the environmental impact of the expedition and develop strategies to minimize it.

5. Create a map of the route, highlighting key landmarks and campsites.

Final Product

What students will submit as the final product of the activityA detailed expedition plan, including a map of the route, a daily itinerary, a list of necessary equipment, and a discussion of environmental considerations.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: 'Students will be able to design a multi-day expedition into a national park, considering logistical and environmental factors.'

Activity 5

Park-to-Park Comparison

Students will compare and contrast their chosen national park with another park, identifying common themes and unique characteristics related to geography, history, and cultural significance. They will also evaluate the challenges and opportunities in preserving and managing both parks, considering factors such as funding, tourism, and environmental threats.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research another national park that is different from their chosen park in terms of geography, history, or cultural significance.

2. Identify common themes between the two parks, such as the importance of conservation, the role of national parks in American identity, or the impact of tourism.

3. Identify unique characteristics of each park, such as specific geographical features, historical events, or cultural traditions.

4. Evaluate the challenges and opportunities in preserving and managing both parks, considering factors such as funding, tourism, and environmental threats.

5. Write a comparative analysis that synthesizes these findings, providing a nuanced understanding of the similarities and differences between the two parks.

Final Product

What students will submit as the final product of the activityA comparative analysis of two national parks, including a discussion of common themes, unique characteristics, and preservation challenges.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goals: 'Students will be able to compare and contrast different national parks, identifying common themes and unique characteristics.' and 'Students will be able to evaluate the challenges and opportunities in preserving and managing national parks.'

Activity 6

National Park Immersion Presentation

Students will work in teams to create a multimedia presentation about their chosen national park, incorporating historical and geographical information, images, videos, and interactive elements. They will present their findings to the class in a clear and engaging manner, and answer questions from their peers.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Divide into teams and assign roles, such as researcher, writer, designer, and presenter.

2. Gather historical and geographical information about the park.

3. Collect images, videos, and other multimedia elements.

4. Create a presentation using software such as PowerPoint, Prezi, or Google Slides.

5. Practice the presentation and prepare to answer questions from the class.

6. Present the findings to the class in a clear and engaging manner.

Final Product

What students will submit as the final product of the activityA multimedia presentation about the national park, presented to the class.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goals: 'Students will be able to present research findings in a clear and engaging manner, incorporating historical and geographical information, as well as expedition plans.' and 'Students will be able to collaborate effectively in teams to research and present information about a national park.'

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

National Park Exploration Project Rubric

Category 1

Research and Analysis

Evaluation of students' research question formulation, selection of credible sources, and depth of analysis in understanding national parks.

Criterion 1

Research Question Formulation

Assesses the clarity, focus, and researchability of the students' research question regarding their chosen national park.

Exemplary

4 Points

The research question is exceptionally clear, focused, and answers a significant inquiry about the national park.

Proficient

3 Points

The research question is clear and researchable, addressing relevant aspects of the national park.

Developing

2 Points

The research question is insufficiently focused or lacks clarity, partially guiding research.

Beginning

1 Points

The research question is vague, unfocused, or unanswerable.

Criterion 2

Source Credibility and Summarization

Assesses the ability to select credible sources and provide comprehensive summaries relevant to the research question.

Exemplary

4 Points

Selected sources are all highly credible and summaries are thorough, offering deep insight into the research question.

Proficient

3 Points

Selected sources are credible and summaries provide clear, relevant insights into the research question.

Developing

2 Points

Some sources lack credibility or summaries are incomplete, limiting insight into the research question.

Beginning

1 Points

Sources lack credibility and summaries are minimal or unrelated to the research question.

Category 2

Visual Representation and Description

Evaluation of students' ability to visually represent park geography and history, with annotated key features and significant historical events.

Criterion 1

Geographical and Historical Accuracy

Assesses the accuracy and detail of the geographical maps or models and the historical events annotated.

Exemplary

4 Points

Maps/models are exceptionally accurate and detailed with comprehensive historical context.

Proficient

3 Points

Maps/models are accurate with relevant historical context provided.

Developing

2 Points

Maps/models are somewhat accurate but lack detail; historical context is partial.

Beginning

1 Points

Maps/models are inaccurate and lack historical context.

Criterion 2

Visual and Written Clarity

Assesses the clarity and presentation of visual media and written explanations accompanying the model or map.

Exemplary

4 Points

Visuals and descriptions are exceptionally clear, well-organized, and effectively communicate significance.

Proficient

3 Points

Visuals and descriptions are clear and organized, adequately conveying information.

Developing

2 Points

Visuals and descriptions lack clarity or organization, partially conveying significance.

Beginning

1 Points

Visuals and descriptions are unclear or disorganized, limiting understanding.

Category 3

Presentation and Collaboration

Assessment of students' collaboration in creating their presentation and effectiveness in delivery.

Criterion 1

Collaborative Effort and Teamwork

Evaluates the effectiveness of group collaboration and equitable contribution among team members.

Exemplary

4 Points

Team demonstrates exemplary collaboration and seamless integration of efforts, with clear leadership and support roles.

Proficient

3 Points

Team collaborates well, with equitable contributions from all members.

Developing

2 Points

Collaboration is inconsistent, with uneven contribution from team members.

Beginning

1 Points

Team collaboration is minimal, with little to no contribution from some members.

Criterion 2

Presentation Delivery and Engagement

Assesses students' presentation skills, including clarity, engagement with the audience, and quality of visual aids.

Exemplary

4 Points

Presentation is exceptionally clear, engaging, and supported by high-quality visual aids, effectively capturing audience interest.

Proficient

3 Points

Presentation is clear, engaging, and supported by quality visual aids.

Developing

2 Points

Presentation lacks clarity or engagement, with limited visual support.

Beginning

1 Points

Presentation is unclear, unengaging, and poorly supported by visuals.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflecting on your journey through American national parks, what is the most significant thing you learned about the intersection of history, geography, and American identity?

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Question 2

How has your perception of the challenges and opportunities in preserving and managing national parks changed after this project?

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Question 3

To what extent did the 'Expedition Architect' activity enhance your understanding of logistical and environmental considerations in national park exploration?

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Question 4

What was the most challenging aspect of the 'National Park Immersion Presentation', and what strategies did you employ to overcome it?

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Question 5

In comparing two national parks during the 'Park-to-Park Comparison' activity, what common theme resonated with you the most, and why?

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