Introduction

(This is the introduction for curriculum “Sacred Spaces and National Parks” authored by curriculum designers Joseph Scott and Crystal Boulton-Scott.)

Joseph C. Scott
Confederated Tribes of Siletz Indians

Crystal Boulton-Scott
Lenape-Rancocas

This curriculum is designed to use in high school classrooms.

Subject Area: Civics, American History, Native American Studies

This is a civics and history lesson designed to generate thoughtful reflection—and ultimately inspire action—on some fundamental questions regarding the responsibilities of the National Park Service in honoring spaces held sacred by Native American people. The lesson will ask teachers and learners to think about their values and understand how their values can have an impact on the values of others.

This lesson is a compilation of scholarly articles and Native American teachings. It includes the voices of Native American people sharing insights, reflections, and truths. These components build to a larger understanding or way of knowing: Within the boundaries of National Parks there are countless places known to hold sacred power for Native American people. Learners will reflect on their perceptions of the sacred and develop an understanding of how tribal nations see sacred landscapes. Learners will come to understand that the National Park Service, as a steward of sacred landscapes, plays a pivotal role in supporting Native American sacred practice. Students will gather information and have the opportunity to use the Native Knowledge 360˚ “Framework for Taking Informed Action” from the National Museum of the American Indian to envision an action addressing a perceived injustice.

Each lesson should take 45 to 60 minutes. The “Taking Informed Action” component will require extended time depending on desired outcomes.

Educators should familiarize themselves with learners’ feelings about the subject. Please know your audience and be prepared to respond if traumatic feelings become evident. Asking students to explore the sacred can evoke a wide range of responses. Some learners are not comfortable with sharing their thoughts and feelings about the sacred.  Non-native students might have also need to be helped to understand the meaning of the sacred for Native peoples.  Consider offering learners who are uncomfortable sharing their own personal feelings about the sacred an opportunity to approach these lessons from a “third person” perspective and choose an alternate identity and express the views that might be associated with that person’s perspectives. Some ideas for alternative identities include being a:

• • Visitor to the Park
  • Rock climber
  • Activist
  • Legislator
  • Park employee