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"� ,: ✓ ems. •'�,:.. F,.. . ,. ..r.,.I,' r � ?.).
<br /> f lY
<br /> r",:. ;:.'•- ultural resources of all NPS educational programs National Military Park or cultur-
<br /> do not always and products. In addition, infor- ally meaningful natural features
<br /> `' "y«Y` ''v:;:r.. "' r•'s'<: speak for them- mation on cultural resources such as Devils Tower National
<br /> se " : selves. Inter- should be made more accessible to Monument cultural resources F-r
<br /> mediaries are all decision-makers and the public. can be used in interpreting the
<br /> ,.
<br /> `': a q y history of immigration, antebel00
<br /> -
<br /> .: required to convey
<br /> } ? {� their history, context, and values. lum life, or the Civil War and its
<br /> {` THE BIG
<br /> 1 TEACH
<br /> nation's most p aftermath, or h g
<br /> „„SSII ,,k', .� �:',•:� As one of the nati n m s romi- the continuin cul-
<br /> „f Went stewards of cultural PICTURE tural role played by�atural
<br /> resources, NPS, together with its resources. Physical places and
<br /> partners, should enhance the i material culture provide tangible
<br /> The highest standards of schol-
<br /> understanding of cultural evidence of many facets of histo-
<br /> resources nationwide to the pub- arship are adhered to in the' . � k ry. Learning about it is an affir-
<br /> ' development and delivery of all' i
<br /> lie. The highest standards of i mative act of citiienship.
<br /> scholarship should be adhered to NPS educational programs and I�
<br /> y, in the development and delivery Products. [CR,SP, ILA.]
<br /> HOW
<br /> f The general public learns about,
<br /> Cultural resources can be used for
<br /> 4;:=:'; , and understands the signifi- . fa formal education as well as educa-
<br /> : •
<br /> cane of cultural resources and '?
<br /> supports their preservation for h „ tion directed at general audiences.
<br /> NPS should facilitate the use of
<br /> <. �j' �:',: future.generations. [CRSP,
<br /> cultural resources in the range
<br /> �. ILB.]
<br /> of curriculum needs in history,
<br /> civics, geography, social studies,
<br /> �� ,�" " • All Americans are engaged in
<br /> art and other subjects tluough
<br /> an ongoing dialogue about the '
<br /> ,3 sr, published and audiovisual materi-
<br /> importance of preserving the
<br /> • .� als. It also should develop
<br /> tangible remains of our diverse
<br /> r b electronic field trips to use the
<br /> past as an affirmative act of cit-
<br /> �V1EF.'[GSYILLE izenship and how that material national parks and other cultural
<br /> l Then&Now resources throughout the nation
<br /> 7beSe„r,,10p , culture embodies larger com
<br /> ►. A.v. Effam in classroom instruction even if
<br /> �' �` CM06 1O f SW munal and societal values. '
<br /> in&�r,,,York students do not visit the actual
<br /> [CRSP, III.C.]
<br /> Jam Maywd•�� places. For all audiences, on-site
<br /> interpretation can be supplement-
<br /> ed with publications, audiovisual
<br /> llae Weeksv�ille preservation project WHY products, and access to cultural
<br /> of the Society for the Preservation Cultural resources are among the resources information over the
<br /> of Weeksville &Bedford- most compelling vehicles for Internet.
<br /> Stccyvesant History, Brooklyn, examining the nation's heritage.
<br /> New York, is one of the pioneers in Whether on the scale of the
<br /> y the documentation and preserva-
<br /> '.� Statue of Liberty or the
<br /> '* *��,:�.:,�•`�' ; ,�• �; � tioia of African American heritage.
<br /> (Soviet y for the Preservation of Charleston Historic District, SC,
<br /> lVeeksville & Bedford-Stuyvesant) or collections at Gettysburg
<br />
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