Harpers Ferry Center National Park Service U.S. Department of the Interior
George Washington Carver National Monument Long-Range Interpretive Plan June 2020 Prepared by Management and Staff of George Washington Carver National Monument National Park Service Harpers Ferry Center Interpretive Planning
Approved by:______Jim Heaney, Superintendent
Date: ______June 10, 2020
Cover photo: The Boy Carver statue by Robert Amendola. Photo: Rick Koeshall Photography
ii George Washington Carver National Monument About Interpretive Planning
Planning is organized decision-making. Park staff and partners work in collaboration to determine direction, think through parameters and mutually agreed-upon criteria, and use data to make informed, strategic, and realistic decisions about future actions. The goal of visitor experience planning is to make decisions and set priorities that help to strategically apportion limited NPS resources to their best advantage to do the most good in service to the public.
A good interpretive plan has focus, provides direction, and reflects informed choices to move an organization forward. Good plans don’t overwhelm or promise to do too many things. Good plans also experiment and stretch organizations and challenge their individual members to experiment to meet current and future audience needs and expectations.
Interpretation planning is built on data, regular reviews and analysis, and annual adjustments to the action plan. With attention to annual reviews and incremental adjustments, large-scale, “one-and-done” planning efforts become less necessary, and incremental iterative planning becomes more effective, tailored, flexible, and responsive to current audiences, needs, and circumstances. These shorter cycles Park ranger talking have the added benefit of better matching the strategic planning cycles of partners to visitors at the Boy and philanthropies. Carver statue. Photo: NPS–GWCA
The Measure of a Good Plan
A primary measure of a good plan is one that is implemented; where actions are systematically accomplished and periodically examined for relevance and adjusted accordingly. A plan that looks pretty but it isn’t used to guide an organization isn’t a real plan. Another measure of success for a planning process is at the end, participants should feel in control (not overwhelmed), confident, connected, and energized. There should be a clear understanding of common direction. Personal and professional relationships will have been strengthened, responsibilities are shared, and there should be a realistic perspective that looks forward to the challenges that will grow and stretch both organizations and individuals.
Long-Range Interpretive Plan iii The Planning Process
The collaborative process used in planning helps to establish common understanding, direction, and priorities for park staff and partners. Planning helps position a NPS unit to be the strongest park it can be given its strengths, niche, and capacity. It doesn’t try to make a park into something that can never realistically be achieved or attempt to recreate how a park may have functioned in the past. A good plan balances aspiration with the will and capacity to carry out the actions.
This plan was built on the park’s Foundation Document and other plans and follows NPS requirements for interpretation planning in Director’s Order #6.
The Foundation section workshop was held on August 14, 2019. The Recommendations workshop was held December 3–5, 2019, and the Implementation Strategy meeting was held via teleconference on April 7, 2020. Appendix A includes a listing of all workshop participants.
Dedicated staff create a wonderful opportunity for students to get a little experience of life on the frontier during the late 1800s. Photo: NPS-GWCA
iv George Washington Carver National Monument Table of Contents
About Interpretive Planning...... iii
Table of Contents...... v
Foundation for Planning ...... 1 Brief Description...... 1 Purpose...... 2 Statements of Significance...... 2 Interpretive Themes...... 3 Essential Questions...... 3 Challenges and Opportunities Affecting Interpretation ...... 5
Recommendations ...... 7 Vision for the Future...... 8 Goals for Interpretation and Education...... 9 Future Visitor Experiences...... 10 Implementation Plan ...... 17
Appendices...... 21 Appendix A: The Planning Team...... 22 Appendix B: Accessibility Guidelines...... 23 Appendix C: Interpretive Theme Matrix...... 24 Appendix D: Desired Visitor Experiences ...... 28 Appendix E: Audiences...... 30 Appendix F: Existing Conditions ...... 32 Appendix G: Local Demographic Information...... 42 Appendix H: Education Standards and School District Goals ...... 43 Appendix I: Existing Condition Data...... 44 Appendix J: References...... 46 Appendix K: June 2020 Education Plan...... 47
Long-Range Interpretive Plan v Foundation for Planning
Grand opening ceremony for the visitor center expansion construction project on August 8, 2007. Photo: NPS-GWCA
vi George Washington Carver National Monument Foundation for Planning
Brief Description
George Washington Carver National Monument is in Newton County in southwest Missouri and is composed of land that was the 240-acre farm of Moses Carver. The farm was the birthplace and childhood home of George Washington Carver, the distinguished African American scientist, educator, and humanitarian who became known for his work at Tuskegee Institute. On July 14, 1943, the bill authorizing the establishment of the monument passed and became Public Law (PL) 148 of the 78th Congress. Congress directed the National Park Service to maintain and preserve George Washington Carver’s birthplace as a suitable and enduring public memorial in his honor. This was the first time in United States history that a birthplace site was designated as a national monument to someone other than a United States president, and the first time a unit of the national park system was established to honor the contributions of an African American.
While the park was established in 1943, it was not until July 23, 1949, that the District Court of the United States for the Western District of Missouri, Southwestern District, entered a judgment decreeing the title to 210 acres of land to the United States for the purpose of establishing the monument. Funding to pay for the decree was not authorized by Congress until September 1950. On June 14, 1951, almost eight years after PL 148-78 passed, 210 acres of the original 240- acre Moses Carver Farm were turned over to the National Park Service. In 2004 the remaining 30 acres of the original Moses Carver Farm were donated to the George Washington Carver Birthplace District Association by Mrs. Evelyn Taylor and her late husband W.J. “Bud” Taylor. The Association later donated the land to the National Park Service, making the 240-acre Moses Carver Farm property complete.
The National Park Service began staffing the park in September 1952, and on July 14, 1953, George Washington Carver National Monument was officially dedicated. The park’s first visitor center, maintenance building, roads, and residences were constructed as a part of the “Mission 66” program, and were dedicated in July 1960. Mission 66 was a program to improve park facilities and conditions within the national park system after World War II. The original visitor center housed a museum, restroom facilities, and administrative offices.
In June 2007 the construction of a newly remodeled and expanded (18,000 square foot) visitor center was completed. This multilevel facility houses a museum, theater, gift shop, interactive exhibit areas, classrooms, additional restrooms, library, museum collection storage facility, office space, and a large multipurpose area that also serves as a tornado shelter.
The current landscape of the monument is a combined setting of restoration prairies, woodlands, streams, riparian corridors, and the manicured lawns surrounding the visitor center.
2016 Foundation Document
Long-Range Interpretive Plan 1 Foundation for Planning
Purpose
As the first national park dedicated to an African American, George Washington Carver National Monument preserves the site of his birthplace and childhood home to memorialize and interpret the life and legacy of George Washington Carver.
2016 Foundation Document
Statements of Significance
Significance statements are important for identifying resource management and interpretation priorities, and in defining the kinds of visitor experiences most appropriate for George Washington Carver National Monument.
• The park preserves the site of the Moses Carver Farm, where George Washington Carver was born.
• George Washington Carver’s childhood experiences on the Moses Carver An aerial view of the 240 Farm and its environs cultivated his spirituality, love for nature, and a thirst for acres of George Washington knowledge—traits that contributed to his success as a distinguished agricultural Carver National Monument. scientist, educator, and humanitarian. Photo: NPS-GWCA 2016 Foundation Document
Entrance of George Washington Carver National Monument, 1960. Photo: NPS-GWCA
2 George Washington Carver National Monument Foundation for Planning
Interpretive Themes
Interpretive themes are organizational tools which provide a conceptual framework for visitor experience planning and programming. Themes are derived from and capture the essence of park purpose, significance, resources, and values. While themes are important as a framework to help guide and focus development of visitor experience, services, and programming, interpretive themes are not intended for public use.
Appendix C is an Interpretive Theme Matrix that describes each theme statement using examples of concepts/ideas appropriate to the theme and examples of essential questions that fit within each theme.
• Carver’s Life Platform. Born into slavery on a southwest Missouri farm amidst the tumultuous times surrounding the Civil War, George Washington Early archeology of the Carver experienced racism, segregation, and other hardships, yet demonstrated site after the property was acquired shed light on what an “I Can” attitude throughout his life. life was like living on the Carver farm in the later part • Carver’s Spirituality. George Washington Carver possessed deep Christian of the 1800s. beliefs, combining his faith in God with science and crediting divine revelation Photo: NPS-GWCA for his creative abilities.
• Carver’s Passion for Art. George Washington Carver possessed the soul of an artist, expressing himself artistically through his work, gaining personal rejuvenation through artistic pursuits, and encouraging others to incorporate beauty into their lives.
• Carver’s Life Work and Achievements. George Washington Carver’s life of service led him to become a renowned scientist, educator, humanitarian, and a symbol of interracial cooperation.
2016 Foundation Document (from 2007 Long-Range Interpretive Plan)
Essential Questions
Effective interpretation explores controversial and complex issues as a means of finding natural and cultural resources’ evolving relevance in today’s community. Interpretation honors and incorporates different types of truth – forensic/academic, personal, societal, and reconciliatory – and uses essential questions to invite dialogue, foster awareness, probe truths, and encourage collaborative solutions.
Audience-centered programs and media must be dynamic and flexible, with intentional design and clear purpose. A cohesive experience for the audience is achieved by exploring an essential question or relevant idea supported by a purposeful interpretive framework. Essential questions are based on understanding of the resource, audience and the broader social context.
Foundations of 21st Century Interpretation, Version 2017
Long-Range Interpretive Plan 3 Foundation for Planning
These essential questions were developed during the 2019 LRIP workshop and may be used by interpretive staff to “invite dialogue, foster awareness, probe truths, and encourage collaborative solutions”:
• How does a place or region shape an individual? • How does commitment to a goal or objective define a person or character? • How much impact does attitude make in success or failure? • How does spirituality influence your life and the world around you? • How does passion add or limit success? • What role would you have in building positive experiences in another person’s life? • Who has a right to an education? • What does being “a good steward” look like? • What issues does poverty create in success or advancement in society? • What is art? • What constitutes an “I can” attitude? • How do we as a society tend to isolate the elderly and disabled? • How has violence changed in the United States since the country’s founding? • How do you want to be remembered for your life achievements? • How does society address orphaned children? • If racism polarizes people, how can racism be addressed? • What justifications are used to marginalize races of people? • How is institutionalized racism seen in today’s society? • Who has the right to take someone’s personal freedom? • What keeps us going even during the most difficult times? • What limits our ability to reduce, reuse, and/or recycle? • What role does nature play in our society/culture? • What rights are people entitled to? • What defines slavery? • What does it mean to have “faith?” • What is a life of service? • What responsibility do we have to help those who are less fortunate? • How do we change the culture of society to respect diversity? • How much should preserving the environment limit industrial progress? • What is personal freedom? • Why was the establishment of the National Monument considered controversial? • What tools can a person use when facing adversity? • How does educational opportunity affect lives? • Why are religion and science often at odds with each other? • What role does the media play on public perception of events and/or people?
4 George Washington Carver National Monument Foundation for Planning
Challenges and Opportunities Affecting Interpretation
George Washington Carver National Monument has many assets upon which to build an effective interpretive program, including evocative and compelling stories, outstanding natural and cultural resources, ongoing research, and engaged, enthusiastic partners. It also faces a number of challenges. Well-designed programs can build on interpretive strengths to help overcome these challenges.
• Visitors are now able to access the park from Diamond and Neosho. A new reservoir planned for the area may allow only one-way access from Diamond and I-44. When this happens, the Boy Scout Carver Boyhood Trail to Neosho will no longer be accessible and visitors will not be able to make 8-mile overland trip to Neosho. The park will need to consider alternative methods to help visitors understand and appreciate the distance that George Washington Carver walked to get to Neosho. The reservoir may provide opportunities for increased visitation, increased bird populations, and potential new partnerships.
• Implementation of the Cultural Landscape Report adds new trails and increases visitor access into the prairie surrounding the park. This has potential for more recreational visitors to engage in new interpretive experiences. With more trails and more visitors on trails, the park will need to address the safety, accessibility, and maintenance concerns that will arise.
• The Neosho Schoolhouse provides visitors with a tangible connection to George Washington Carver’s youth. Working with the Carver Birthplace Association (CBA) to provide programs and improve community engagement will require dedicated staff time and resources. The park and CBA will need to formalize the relationship through a partnership agreement and address issues such as parking and accessibility.
• Regular and long-time visitors have certain expectations that they The park hosts several want to have met with each visit. For many these are the reasons cultural programs designed they keep returning to the park. Implementing new ideas, making changes to reach underserved to physical infrastructure, adding trails, adding or no longer offering some communities that do not have a strong history of programs, and/or making policy changes will create some tension and negatively visiting national parks. affect some visitors’ experience. Providing timely information, getting their Chinelos dancers and friend, feedback and engaging them in the development of new ideas will help to Hispanic Heritage Day, 2018. reduce or minimize these problems. Photo: NPS-GWCA
• Visitor motivations for spending their leisure time are changing. As more demands are being placed on free time there is a limited amount of time available to participate in interpretive and educational activities and programs. Offering a range of options as well as diversifying events may need to be considered.
• As fiscal budgets tighten, park staff, and partners will need to develop business strategies and consider new, different, perhaps entrepreneurial fee-based ways to provide interpretive and educational services.
• In times of resource scarcity, it is necessary to be strategic and purposeful in the choices we make, and to also communicate clearly about why we have made the decisions. Managing the expectation that we will “always be able to do what we
Long-Range Interpretive Plan 5 Foundation for Planning
have always done” is difficult. Accepting and understanding that we can’t do it all (we never could) is important, as is creating clear communication about boundaries. Creating and communicating clear and reasonable expectations will be important in the life of this plan.
• Future audiences may have different expectations and needs for media and technology to better understand area stories and to make connections with area resources. New technologies create possibilities that were never before available to interpreters, without significant resource impact. Because technology changes so quickly and staying relevant is a concern, ensuring the park has a strong web and social media presence requires trained and skilled staff.
• Partnerships are a challenge for both the park and its partners. From the onerous agreement process, to the bureaucracy of federal systems, challenges and opportunities abound. But the benefits of working together in a true partnership outweigh the hassle. Maintaining existing partnerships also takes time and energy, both from the park and from the partner. Finding time for the ‘care and feeding’ of partnerships is something all will have to consider carefully as trust, respect, and clear communication networks are built between park units, partners and local communities. Partnerships will be the backbone for implementing this interpretive plan. Existing partnerships will need to be strengthened and maintained. New partnerships will need to be identified and established. Park staff and partners will need to collaborate and work together to provide interpretive programs and services.
George Washington Carver National Monument believes in engaging youth in activities that make better citizens of their community, state, nation, and world. Photo: NPS-GWCA
6 George Washington Carver National Monument Recommendations
Butterfly on marigold flower. Photo NPS-GWCA.
Long-Range Interpretive Plan 7 Recommendations
Recommendations
Interpretive planning assesses current conditions and formulates recommendations that will provide direction and focus to achieve the desired future interpretive program. A long-range interpretive plan analyzes all needs and recommends a wide array of interpretive services, facilities, programs, and opportunities for partnerships to communicate the park’s purpose and significance in the most efficient and effective way.
The Goals for Interpretive Programming are designed to realize the vision, objectives, themes, and visitor experiences described in the Foundation for Planning section. The following principles will apply to all interpretation at George Washington Carver National Monument:
• All interpretation will address physical and programmatic accessibility.
• Where possible, interpretation will use reproduction objects, documented personal Volunteers In Parks are stories, and other interpretive methods to vital members of the bring the story alive for visitors. team and share unique skills and knowledge • Where possible, the park will partner with neighboring institutions to develop with the public. programs, media, and consistent messaging, and share research. Photo: NPS-GWCA • The park will follow the standards of the National Park Service Graphic Identity Program as signs and interpretive media are upgraded.
• Interpretation will include examples and perspectives from diverse points of view. It will respond to diverse audiences, varying levels of interest, and different visit lengths.
• Where possible, “virtual visitors” will have opportunities to view key park vistas and access to new research, studies, management plans, and historical information.
• Where possible, the park will involve volunteers (VIPs) in planning and in achieving interpretive goals.
Vision for the Future
The public will have the opportunity to engage in relevant, inclusive experiences that illustrate the natural and cultural setting of George Washington Carver’s childhood years as well as the memorialization of his life and work. An innovative and dynamic team of park staff, volunteers, and partners will work together to deliver interpretive and educational programs and services that encourage stewardship and expand Carver’s legacy.
8 George Washington Carver National Monument Recommendations
Goals for Interpretation and Education
Workshop participants identified goals to enhance the effectiveness of the interpretive services within George Washington Carver National Monument. These goals and associated actions are representative of many ideas generated during the workshop. Action items are listed below each goal and were used to create the Implementation Plan located in the next section of this document. All goals and action will align with the preferred alternative within other park planning documents. Over the next five to seven years George Washington Carver National Monument will focus on the following goals:
• Strengthen Education Program (see Appendix K: June 2020 Education Plan)
• Strengthen Existing Interpretive Programs and Services
• Continue Collaboration with Existing and Establish New Partners
• Improve Trip Planning, Arrival, and Orientation Experience
• Maintain, Upgrade, and Integrate Innovative Interpretive Media Native American storyteller and Technology and dancer, Mike Pahsetopah performing at a storytelling • Organize and Host Annual Events event. Heritage Tourism at George Washington Carver • Strengthen the Carver Loop Experience National Monument report document stressed the need • Enhance the Trail Experience to reach out to underserved communities and create • Improve the Picnic Area programming to encourage new visitors and challenge • Continue Research Programs and Conduct Studies the return visitors with new perspectives. Photo: NPS-GWCA
Long-Range Interpretive Plan 9 Recommendations
Future Visitor Experiences
Overview
A more immersive, relevant, future visitor experience at George Washington Carver National Monument will build on existing success and include a balance of interpretive and educational media, programs, and services. Encouraging visitors to explore the historic landscape will require implementation of the Cultural Landscape Report recommendations; more integration of natural history and recreation; and some changes to the current interpretive and educational program.
Visitors will discover a range of options that allows them to blend their contemporary personal experience with that of George Washington Carver. Interpretation will reveal the world Carver lived in by emphasizing that he was born enslaved here and after emancipation, grew up free, but deeply impacted by the events of his first year of life. During the Reconstruction and Jim Crow eras, many people in addition to Carver tried to break the stigma of racism. Interpretive staff will need to be prepared to share the reality of the pervasive racism that African Americans faced and how Carver and others were able to succeed despite the daily challenges they endured. The visitor experience will focus the public’s understanding and recognition of the importance of George Washington Carver’s legacy as seen through his early life and times in southwest Missouri. As often as possible, his words will be used to share stories and support the visitor experience. To increase and diversify visitation, the park will engage visitors by offering more thematically relevant special events and educational programs.
During the next 5–7 years, George Washington Carver National Monument will focus on the unique characteristics and stories in each area of the park. The Naturalization ceremonies interpretive and educational programs, media, and services will have thematic at a significant place like connections and promote a respect for multiple points of view. The self-guided George Washington Carver tour will be improved and expanded to tell more diverse stories. Virtual site tours National Monument help and short videos may be created. create lifelong memories for the participants, their Because funding and staffing levels will probably not increase, alternative staffing friends, and family. Photo: NPS-GWCA options, volunteers, and interns will be required to support future interpretive and education operations. Partnerships also will be a critical aspect of implementing this plan.
Park staff will continue to organize and host special events as well as participate in community events and activities in the area. These activities will expand the park’s opportunities to engage diverse local and regional audiences. These programs will also connect to larger significant regional and national historical events and have a thematic emphasis. During the next 5 years, the park will also be planning and participating in many additional special commemorative events and activities including 2021 anniversary of the Carver testifying before the US Congress, 2022
10 George Washington Carver National Monument Recommendations
150th anniversary of the Neosho School House, and 2026 250th anniversary of the establishment of the nation.
Annual training of staff and partners creates consistent messages and allows staff and partners the opportunity to share new scholarship. Accurate, appropriate, and consistent terminology will be used by park staff, volunteers, and partners when sharing messages and stories. Safety and resource protection will be integral to future programs and services.
Improve Trip Planning, Arrival, and Orientation Experience The park’s robust Volunteers The Visitor Center will continue to serve In Parks (VIP) program is an as the starting point for a visitor’s experience. As more access points open at the essential component of park picnic area and at the main entrance to the park, the entrance to the visitor center operations and outreach. will need to become more apparent. The dark color of the building, dark interior, Photo: NPS-GWCA the breezeway, and the sidewalk leading out to the Carver Trail sometimes makes it difficult for visitors to recognize the entrance. Painting the area around the visitor center doors that face the parking area, adding text panels that reflect Carver’s legacy and messages, or even 3-dimensional elements may increase visibility and offer a more inviting appearance.
Moving the Carver bust from the amphitheater to the grassy area adjacent to the visitor center, or in the parking lot oval where the recycling displays currently are located, may strengthen visitor understanding that they are entering George Washington Carver National Monument. This also creates a selfie station to create visitor memories before or after their visit. In addition, it allows visitors two different opportunities to hear Carver recite “Equipment.”
The park film and interactive exhibits introduce visitors to George Washington Carver. The exhibits create opportunities to highlight objects from the collection; and park staff and volunteers may set up “pop-up” activities. The new natural history exhibits and mural will offer greater insights into the natural environment that inspired Carver. During the next 5 years, the park may submit funding requests to update and refresh the discovery area and the museum exhibits. To encourage a longer visit and time to enjoy the scenic beauty of the prairie, the park may add more benches to the porch.
Community activities, special programs, and educational programs will continue to be offered. The bookstore features George Washington Carver’s books and writings as well as primary and secondary resources that provide historical context.
Implementing the recommendations of the cultural landscape report, park staff will ensure that self-discovery visitor experiences accurately reflect the prairie landscape where George Washington Carver spent his childhood years. Visitors will be invited to walk the newly established series of loop trails including the interpretive Carver Loop. They will be able to walk to the 1881 Carver Homestead, sit by the Boy Carver Statue, have lunch in the picnic area by the stream, and listen to Carver recite “Equipment.” Long-Range Interpretive Plan 11 Recommendations
Having accurate and current resources available online and throughout the park will ensure that visitors are able to discover as much as possible during the time they have available. An enhanced park website, improved wayfinding, wayside exhibits, and digital media will be the primary sources for 24/7 independent, on demand access to park stories that emphasize the unique characteristics of each site within the park. As new trails open and recreational use increases, visitor safety information including trail mileage will need to be added and regularly updated.
Strengthen the Carver Loop Trail Experience
The Carver Loop Trail will continue to be the park’s pre-eminent visitor experience to discover the importance of this site to the development and legacy
The Carver trail is a ¾ mile of George Washington Carver. Primarily a self-guided experience, the park may loop with an additional want to work with CBA to update the walking tour brochure or perhaps consider ¼ mile loop around the developing a new audio tour. During the peak season, when staffing allows, Williams Pond. ranger-guided programs will still be offered. Photo: NPS-GWCA. Except for a few locations, the wayside exhibits that currently are along the trail relay the stories appropriate in that area. The park may add some wayside exhibits along the latter half of the trail to reveal more of the stories associated with the prairie including fire management. At or near the birth site, visitors should discover that George Washington Carver was born here; enslaved here; and orphaned here. Revising the wayside exhibit to emphasize George’s mother Mary and changing the text to reflect the phrase, “a boy is born,” will be one step toward ensuring these key stories are accurately and appropriately revealed.
Walk from either direction to the statue overlook should be a contemplative experience. No additional media needs to be added. No changes are recommended in the Boy Carver Statue area. This is already a powerful experience for many visitors. To address questions about the sculpture (for those unable to go on a ranger-guided walk), additional information about the sculpture needs to be posted on the park website and available in the visitor center. Because this location is a significant stop on ranger-guided tours, in-depth insights and stories need to be made available through digital media and posted online. When or if possible, placing the “many a tear” quote in or near the statue has been recommended. Changing the angle of the Plant Doctor wayside exhibit will give greater context to the text.
12 George Washington Carver National Monument Recommendations
Interpretive opportunities need to be improved at the Williams Pond area. Perhaps more benches will encourage visitors to stop and sit and consider the scenic beauty. This is a good location to talk about water quality.
The 1881 Moses Carver House is the site for many of the park’s special events. In addition to the house, there are gardens, shaded areas, benches, and plenty of open prairie that creates an atmosphere welcoming to visitors and allows visitors to disperse during special events. The interpretive experience is confusing. Are visitors here to learn about the house, life at the house, the lives of the Carvers and/or the lives of the enslaved including George Washington Carver? Updating the exhibits in the house is an opportunity for the park to answer those questions. The exhibits could provide context for Carver’s childhood experience; emphasize the Bill of Sale rather than reference it; and support the interpretive demonstrations and living history programs that are offered. The ash hopper is an interpretive object that could become part of an interactive outdoor exhibit for all visitors to learn about George’s laundry duties. Currently only school groups and those attending special events have this opportunity. Are there other interpretive objects that could be similarly used? Creating and posting a 360˚ view video online of the inside of the house will provide access to those unable to go inside.
A new opening in the wall of the Carver Cemetery may require some of the existing wayside exhibit panels to be relocated. Existing maps will need to be updated. A new cemetery brochure could encourage appropriate respectful etiquette and reveal The Carver Family Cemetery why George Washington Carver and his brother Jim are not buried here. Once contains the graves of visitors begin to actively use the new trail system, they may not walk by the cemetery. members of the Moses The park will need to assess the impact on visitor experience. Carver family Photo: NPS-GWCA Hearing George Washington Carver recite “Equipment” is one of the most moving features of the Carver Loop Trail. It is an audio feature at the Carver bust located near the amphitheater. Visitors can hear his voice from his last audio recording. It reinforces that he was a human who was born, enslaved, and orphaned right here. As with the Boy Carver Statue, having the story of the sculpture posted online and available in the visitor center will provide those not on the ranger-guided tour with access to that information.
Conservators recommend that the oversized Carver Bust is intended as an outdoor focal piece and because it can be seen from a distance, the bust should be moved to an entrance area. Recommended locations include the parking area or triangle garden area. A new bust could be commissioned for this location. The Cultural Landscape Report recommends planting native climbing plants on a trellis to create shade and add natural screen to hide employee vehicles. These natural features will encourage visitors to linger and listen longer.
Long-Range Interpretive Plan 13 Recommendations
Enhance the Trail Experience
A significant change to the visitor experience and landscape will occur when the boundary and prairie trails are opened to the public. Visitors who only take boundary hike may not come into the visitor center before starting a trail walk. Others may be entering the park after the visitor center is closed. This means they will need access to safety messages, orientation and guidance. The park will need to update and improve all orientation and information signs and add safety information as well as distance and time to walk each trail.
A 3-sided Orientation Kiosk could be positioned at the entrance to each major trailhead (Overflow Parking Area, outside of VC at entrance to Loop Trail, and Picnic Area). They should emphasize safety and feature important messages and stories. This is also an opportunity to reveal why GWCA is a national monument.
A tactile map of the park could be positioned outside of the visitor center to orient those who go on the Carver Loop Trail. Re-imagining the trail access point outside of the visitor center also provides an opportunity to reconsider the placement of the CBA Chairperson Memorial and Dedication Rock. The park will need to confirm methods to improve landscape (roses) within Cultural Landscape Report before adding a kiosk and tactile map to this area.
The Contemplative Loop will continue to be a quiet, reflective space accessed from the primary Carver Loop trail. More frequent pruning/mowing of vegetation may make the Carver quotes more visible and encourage more reflection.
The boundary trail and new trails through the prairie will initially not have any interpretive features. Directional signs will be required to guide visitors back to the visitor center and/or their vehicle. Wayside exhibit panels will effectively tell stories related to natural resources such as fire management, prairie flora and fauna, and prairie preservation for those who may be walking. Should the water reservoir be constructed, information about it may also be included. Using some The change in seasons of Carver’s quotes may resonate with those using the trails for health or fitness. provides different opportunities to explore new sides to the park. During the next five years, the overflow parking lot near the park entrance will Photo: NPS-GWCA be open after hours to encourage recreational users to take the boundary hike. The park staff will need to adjust closing procedures and reposition the gate to accommodate this change. This area will serve as a major trailhead and will require directional signs and the proposed 3-sided orientation kiosk.
Improve the Picnic Area
Once the rehabilitation and upgrades to the picnic area are completed, there are many opportunities to improve the interpretive experience here. Moving
14 George Washington Carver National Monument Recommendations the recycling panels to the picnic area and adding recycling bins will help visitors learn more about Carver’s beliefs in recycling and reuse as well as encouraging them to do the same. The park will promote Leave No Trace and the NPS mission of protection and preservation for future generations. Adding a water refill station and dog walking bags will align with these messages.
This is an area for visitors to enjoy fun time with family and friends. Some may even want a contemplative solitary experience. Roving or informal interpretation will allow rangers to meet the visitors on their terms. Carver’s inspirational messages and quotes could be added to newly positioned benches along the creek. Or perhaps more marble stones with quotes could be used. Picnic tables could be used for interpretive messaging emphasizing family, food, and medicine.
Visitors who begin with a picnic may not come to the visitor center before starting a trail walk. As with the other trail locations around the park, a 3-sided orientation kiosk needs to be positioned at the trailhead featuring maps and safety information.
Support the Neosho School House
The Carver Birthplace Association (CBA) anticipates opening the Neosho School House in 2022 to commemorate its 150th anniversary. The park will support this event and continue to provide walking tours when staffing allows. There are also potential future opportunities to partner with other historical and local sites within the community to more effectively tell the stories of the Watkins family, education and learning, African American culture in Neosho, and why Carver may have felt a sense of belonging here.
Maintain, Upgrade, and Integrate Innovate Interpretive Media and Technology
Additional wayside and outdoor interpretive exhibits will be needed throughout the park to diversify the stories being told. Plans for these features should be completed as soon as practical to help visitors understand George Washington Carver’s connections to this area. Any outdoor elements should reflect goals and actions outlined in the park’s Cultural Landscape Report.
Strategic implementation of well-produced digital media may be the most cost- effective short-term solution to reveal stories such as the impacts of slavery, segregation, and racism. Digital media is well-suited to the presentation of historical material, and can capture realism, create a mood or atmosphere, and provide emotional or intellectual impact in ways that other forms of interpretive media cannot accomplish. Once produced, digital media can be repurposed and provided through a variety of channels to reach visitors who now use a range of technologies for learning, information gathering, planning, and entertainment. Digital media products have the potential to expand the capabilities of the partners to provide consistent information, orientation, and interpretation for a reasonable cost.
Short thematically-relevant videos referencing historic and contemporary stories and locations would provide 24/7 online content and could be used on social media. Building on the existing self-guided tour, a park app, a mobile-enhanced website, or series of digitally produced virtual tours could be effective guides for visitors looking for an in-depth experience.
Long-Range Interpretive Plan 15 Recommendations
Using appropriate, relevant social media should continue and be evaluated and expanded when possible to reach digitally savvy audiences. This interactive experience has a high potential for visitors to discover and form personal connections with the stories of George Washington Carver National Monument. Provocative posts create opportunities for the park and visitors to discuss critical resource issues. Crowd sourcing through social media can help park staff consider new and different solutions to park issues. These outlets will take staff time to develop and post new content as well as to monitor conversation. Social media also can effectively send out safety messages and support and promote partnerships.
Continue Research Programs and Conduct Studies
Since all interpretation is based on information, the availability and accuracy of that information is vital even to well-established interpretation and education programs. Identifying gaps in scholarship and resource studies will allow the park staff to request funding and partner with scholars to improve interpretive and educational programs and services. Offering opportunities for visitors to engage in trail work and prairie restoration efforts, will help the park staff monitor and maintain the park’s natural and cultural resources.
Strengthen Existing Interpretive Programs and Services
Because of the park’s limited tangible resources, interpretive and educational efforts must have maximum impact. Staff will objectively interpret George Washington Carver’s life and achievements, offer multiple perspectives, and create a stronger sense of relevance and connection to current events. Moving beyond traditional personal services programs that are offered at a specific date, time, and location, park staff need to look at diversifying the stories offered and the interpretive methods and techniques being used. George Washington Carver National Monument seeks to Programs and experiences that take place in different locations and at a variety continually train and retain of times during each day will better meet visitor expectations and increase a competent Volunteers In their understanding and appreciation of George Washington Carver National Parks (or VIPs) pool. Monument. Creating thematic pop-up displays for use on- and off-site will also Photo: NPS-GWCA provide opportunities for the staff to interact with visitors and address some of the relevant essential questions. By engaging multi-generational families with interactive activities, the site not only offers a fun experience, it also creates future park stewards and volunteers.
Research and training will be integral to developing a dynamic and relevant interpretive program. Staff professional development and volunteer training in 21st century interpretive techniques will need to be conducted.
16 George Washington Carver National Monument Recommendations
Implementation Plan
The measure of success of any plan is the extent to which it is implemented. Initial implementation of strategies needs to be both realistic and flexible. Because funding opportunities and priorities often change, management may need to adjust the implementation strategies to adapt to changing conditions. The interpretive staff and key partners should meet each year to draft an Annual Implementation Plan for each new fiscal year based on funding opportunities and coordination with other projects. Flexibility is extremely important to allow staff and partners the opportunity to try new and different interpretive ideas and adjust when necessary.
During the planning workshops, the participants agreed to divide the actions necessary to implement the recommendations into on-going, short-term (1–2 years), mid-term (3–4 years), and long-term (5+ years) goals. Some recommended actions are dependent on the hiring of staff. Other action items can be implemented immediately, within existing funding and staffing levels.
George Washington Carver National Monument Support On-Going short-term mid-term long-term (GWCA) Recommended Goals and Actions Required (1–2 years) (3–4 years) (5+ years)
Strengthen Existing Interpretive Programs and Services Evaluate existing programs and update to ensure X consistency of message and diversify stories Ensure interpretive and educational programs and services are resource-based, audience-centered X when appropriate, and align with and accurately communicate parkwide initiatives’ primary messages Provide advanced interpretation skills training X Strengthen interpretive skills and resource X knowledge of staff Continue to offer ranger-guided tours and programs X Provide pop-up and/or roving interpretation X Continue to staff VC 7 days/week X Show films on request in theater X Continue CBA bookstore operation and strengthen CBA X interpretive opportunities Continue BARK Ranger program local veterinary X practices Conduct 19th c. cultural and lifeways weekend demonstrations volunteers, X special interest groups Continue to offer special event junior ranger programs, self-guided regional and national junior summer ranger booklets, and Summer Junior Ranger Camp Continue to offer 2 booklet-based junior ranger X activities Continue to offer GWCA self-guided junior ranger X booklets Continue to offer special event/outreach multi- X generational family programs Develop “Not So Junior Ranger” booklet for older X youth
Long-Range Interpretive Plan 17 Recommendations
George Washington Carver National Monument Support On-Going Short-term Mid-term Long-term (GWCA) Recommended Goals and Actions Required (1–2 years) (3–4 years) (5+ years)
Continue Collaboration with Existing and Establish New Partners Continue relationships with local Chambers and X CVBs Participate in Joplin Chamber Committe on X Diversity and Inclusion Work Group Continue partnership with CBA and initiate CBA X partnership and operating agreements Continue all existing local partnerships X Continue Carver-connected partnerships X Offer ranger-guided program of Neosho School X House when staff allows Develop a Volunteer Youth Service Corps WASO, MWR X Work with CBA on 150th anniversary event , CBA interpretive programs, services, and media at X Neosho School House (2022) Consider potential new partners such as Heartland X I&M Network Improve Trip Planning, Arrival, and Orientation Experience Improve Plan Your Visit section of the park website to promote the available resource experiences and X offer suggested time-based itineraries Update park brochure to include new trails and X picnic area Improve wayfinding within park Facilities X Move Carver bust to front of VC or parking lot Facilities, MWR X CR Update and improve all orientation and information signs to include safety message and X trail distances including a display monitor in the VC Upgrade the VC exterior to create a more X welcoming and apparent entrance Maintain, Upgrade, and Integrate Innovative Interpretive Media and Technology Continue parkwide social media presence X Perform cyclic maintenance on VC exhibits X Continue to print site bulletins X Update and refresh the discovery area X Produce 508-compliant digital site bulletins X Produce web-based videos and media X Improve and expand self-guided Carver Loop CBA trail guide to tell more diverse stories (hard copy, X digital, audio) Upgrade AV system to offer 8-minute “Man of HFC X Character” on iPad Update and refresh the museum exhibits X Update exhibits inside Moses Carver House X Create 360˚ view inside Moses Carver House X
18 George Washington Carver National Monument Recommendations
George Washington Carver National Monument Support On-Going Short-term Mid-term Long-term (GWCA) Recommended Goals and Actions Required (1–2 years) (3–4 years) (5+ years)
Organize and Host Annual Events Continue to offer and improve 3 primary events MO DNR, local including Carver Day, Prairie Day, and Art in the arts orgs., Iowa x Park State Participate in community events including, but not NAACP (Joplin), limited to: Healthy Kids Day, Emancipation Day, Emancipation Battle of Newtonia, History Alley, and MSSU Career Day Committee, Days Newtonia Battlefield x Proteciton Association, Neosho National Fish Hatchery Continue to host night sky program local astronomy x clubs Continue to host Girl and Boy Scout Days Scouts x Continue to organize and host Storytelling Day, local health Hispanic Heritage Day, National Park Week, Park providers, Prescription Day, National Trails Day, National walking clubs x Public Lands Day, Naturalization Ceremony, National Get Outside Day, and Holiday Open House Support future commemorative events State Historical 2021— Society of Carver 2023 — 80th Missouri, CBA testifying Anniversary before of GWCA 2026 — Congress & 150th 250th US & MO anniversary anniv Bicentennial of Joplin’s 2022 — founding Neosho School House Strengthen the Carver Loop Experience Continue to offer ranger-guided tours when staff peak allows season Post information regarding Boy Carver sculpture X and Carver bust online Determine how to strengthen interpretive Heartland I&M X opportunities at Williams Pond Using CLR recommendations, plan, fabricate, and HFC Carver install additional wayside panels including Carver Birthplace X birthplace site Panel If original bust is moved, commission a new bust Facilities, MWR X CR Produce a new cemetery brochure x X Implement CLR recommendations near Carver bust Facilities, MWR X CR
Long-Range Interpretive Plan 19 Recommendations
George Washington Carver National Monument Support On-Going Short-term Mid-term Long-term (GWCA) Recommended Goals and Actions Required (1–2 years) (3–4 years) (5+ years)
Enhance the Trail Experience Create trail maps (virtual and physical) that include HTLN/GIS X X mileage and safety message Design, fabricate, and install kiosks at each major X trailhead Produce and install a tactile map of the park X outside of the VC Re-imagine trail access outside of VC and Facilities, MWR X implement CLR landscape recommendations CR Convert overflow parking area into parking for Facilities, MWR X boundary hikers/recreational walkers CR Improve the Picnic Area Conduct roving interpretation and or set up “pop X up” interpretation stations during peak visitation Move recycling panels to picnic area and install Facilities X recycling bins Install water refill station and dog walking waste Facilities X bags Add interpretive/inspirational messages and/or Facilities X quotes to benches and/or picnic tables Continue Research Programs and Conduct Studies Identify gaps in scholarship and conduct research X Offer opportunities for visitors to engage in citizen X science, trail work and prairie restoration projects Continue to pursue new scholarship on Carver and X the African American experience
20 George Washington Carver National Monument Appendices
Split rail fence at the Carver house. Photo: NPS-GWCA
Long-Range Interpretive Plan 21 Appendices
Appendix A: The Planning Team
George Washington Carver National Monument Jim Heaney, Superintendent Gayle O’Hare, Volunteer Randall Becker, Supervisory Park Natalie Mast, Volunteer Ranger Evangela Suzuki, Volunteer Valerie Baldwin, Park Guide Ian Suzuki, Youth Volunteer Curtis Gregory, Park Ranger Matthew Cole, Volunteer Sarah L. Martin, Park Guide Kavan Stull, Volunteer Diane Eilenstein, Park Ranger Jim Ridenour, Volunteer Ryan O’Connell, Park Guide Philip O’Hare, Volunteer
National Park Service Toni Dufficy, Interpretive Planner, Harpers Ferry Center
Partners Lyle Sparkman, Trustee, Missouri Jodie Burns, Board Member, Carver Archaeological Society Birthplace Association Glen Conyers, Member, Dogwood Ryan Sheffield, Board Member, Carver Trailblazers Birthplace Association Doris Conyers, Member, Dogwood Sam Bennion, Supervisor, East Newton Trailblazers Patriot Service Club Niki Cloud, Executive Director, Hannah Byrd, Member, East Newton Carthage Convention and Visitors Patriot Service Club Bureau Austin McCool, Member, East Newton Lana Henry, Board Member, Carver Patriot Service Club Birthplace Association R Bennion, Member, East Newton Eric Wells, President, Alpha Delta Patriot Service Club The restored tallgrass Sigma Chapter, Phi Beta Sigma Jacob Bennion, Member, East Newton prairie landscape. Fraternity Photo: NPS-GWCA Patriot Service Club
22 George Washington Carver National Monument Appendices
Appendix B: Accessibility Guidelines
Parks are required by law to make all interpretive products and programming fully accessible. Visitors who have physical, sensory, or cognitive disabilities have legally established civil rights to receive the same information and context that NPS interpretive media products provide to their fellow citizens. Accessibility falls into two categories:
Physical Accessibility — Assess initial physical accessibility needs. Prioritize physical accessibility mitigations or accommodations then create PMIS for accessibility projects.
Programmatic Accessibility — Ensure that all interpretive services have programmatic accessibility. When getting The area around the Boy independent government estimates for new media or products from HFC, Carver statue underwent include estimates for full accessibility. Never get estimates for new media without renovation to increase accessibility. accessibility mitigations with a plan to add them later. Photo: NPS-GWCA
Resources Directors Order #42 Accessibility for Visitors with Disabilities https://www.nps.gov/policy/DOrders/DOrder42.html
NPS Accessibility Guidelines https://www.nps.gov/hfc/accessibility/
Programmatic Accessibility Guidelines for National Park Service Interpretive Media https://www.nps.gov/hfc/accessibility/accessibilityGuideVersion2.1.pdf
Long-Range Interpretive Plan 23 Appendices
Appendix C: Interpretive Theme Matrix
The theme matrix in this Long-Range Interpretive Plan identifies stories associated with the significance of George Washington Carver National Monument. Each theme is described by a title, theme statement, examples of concepts/ideas appropriate to the theme, and examples of topics and stories that fit within each theme. These four sections in the matrix allow readers with different learning styles and interests to get a broader picture of what may be encompassed in each theme.
The theme statements adhere to accepted tenets of interpretive theme construction. That is, primary interpretive themes:
• Derive from the significance and universal values
• Capture and convey the meaning of a place not solely facts.
• Open minds to new ideas and introduce multiple points of view.
• Suggest connections, meanings, and relevance.
• Link universal concepts and experiences with tangible resources.
• Provide a foundation for more specific programs, presentations, and exhibits.
• Are expressed in single sentences.
Concepts and ideas are written as objectives to help managers and interpreters align personal services, exhibits, or other media with area significance. Although interpretive themes should be relatively timeless, both the concepts/ideas and the topics/stories can be added to or changed when new information comes to light. The replica science laboratory is located inside Because the objectives can be used for programs, exhibits, and media, they can the visitor center. save effort and eliminate the stress that comes with the pressure to develop brand- Photo: NPS-GWCA new, original themes for every interpretive program or product.
These concepts, ideas, and topics are a representative, partial list. They are examples that could illustrate the concepts. They are not all-inclusive, in fact, they never could be, nor are they intended to exclude any topic. An interpretive theme is successful only if other topics and stories can be included within it.
24 George Washington Carver National Monument Appendices
George Washington Carver National Monument Interpretive Theme Matrix
V5 – 06/02/2020
Note: The concepts, ideas, and topics listed here are a representative, partial list. They represent some examples representing types of stories that could illustrate the concepts. They are not all-inclusive (in fact, they could never be) nor are they intended to exclude any topic. A park interpretive theme is successful only if other topics and stories could be included within it.
About the Interpretive Theme Matrix: An interpretive theme matrix is a chart that shows detail and the scope of potential stories that can be told in a park within the framework of the park interpretive themes. The matrix is a format that offers an easy way for people to see the concepts and stories that are represented by the park interpretive themes. It is especially useful as a guide for partners and for park staff and others who develop interpretive programming and media.
A. Carver’s Life Platform Born into slavery on a southwest Missouri farm amidst the tumultuous times surrounding the Civil War, George Washington Carver experienced racism, segregation, and other hardships, yet demonstrated an “I Can” attitude throughout his life.
Concepts Topics and Stories • Orphaned as a young slave child and challenged by health ailments, George • Moses Carver, overcoming overcame many hardships. obstacles Understand that George Washington Carver was born into slavery on the Carver • GWC made an impact on farm during the Civil War, kidnapped by raiders, and orphaned as a young child the world Forge connections between the institution of slavery, the tragic effect it had • Quest for education on George Washington Carver’s first years of life, and its impact on his adult • Effects of prejudice and character segregation Gain knowledge of the turbulent times, lawlessness, and atmosphere of military • Show achievements of occupation in the region during the Civil War era other African Americans during Carver’s lifetime • George experienced racial discrimination, yet succeeded in his quest for an education, developing an “I Can” attitude that carried him throughout his life. Gain an understanding of the struggles faced by African Americans in their pursuit of education and equality, and the rise of anti- black movements during George’s life Gain an understanding of the racial discrimination that George encountered Gain an appreciation for George’s ability to overcome obstacles through his quest for an education Be inspired by Carver’s determination, seen in his “I Can” philosophy, which helped him overcome obstacles
• The cultural environment that George experienced during his formative years provided him skills that proved to be invaluable throughout his life. Gain an understanding of the cultural environment experienced by George in southwest Missouri and limited opportunities for social interaction with others of his own race Realize the household skills George acquired during his formative years proved beneficial as he sustained himself while pursuing an education
• Experiences in nature cultivated GWC’s childhood curiosity Make a connection between George’s time in the natural environment and the development of his observational skills, natural curiosity, lifelong habit of nature walks, and his career choice.
Long-Range Interpretive Plan 25 Appendices
B. Carver’s Spirituality George Washington Carver possessed deep Christian beliefs, combining his faith in God with science and crediting divine revelation for his creative abilities.
Concepts Topics and Stories
• Carver’s deep Christian faith guided every aspect of his life and work. • Servant leadership Understand that George Washington Carver considered his foundation and • GWC made an impact on inspiration in life to be God, exhibiting Christian principles and crediting God the world for his abilities and successes • GWC’s writings Gain an understanding of Carver’s faith and ability to commune with God, and • Influence of Mrs. Watkins how this directed the path that he chose in life
• Carver viewed science and religion as seamlessly interconnected tools to reveal truth, and credited God as the source of his creative genius. Find that the spiritual aspects of the man shaped everything he did, including serving mankind with science George’s race and outward expression of a strong Christian faith and spirituality created numerous challenges for him in a non- spiritual society and profession GWC wrote that he could see the creator in all things that are created
C. Carver’s Passion for Art George Washington Carver possessed the soul of an artist, expressing himself artistically through his work, gaining personal rejuvenation through artistic pursuits, and encouraging others to incorporate beauty into their lives.
Concepts Topics and Stories • George was resourceful and creative in his artistic endeavors - gaining • Love of Art inspiration from the natural environment and deriving a sense of serenity and • Show the struggles that personal rejuvenation from his creations. black artists faced. It was Gain an appreciation for Carver’s resourceful and creative use of a variety of clearly a passion of Carver’s. materials in his works of art Etta Budd advised him to Understand that George derived a sense of serenity and personal rejuvenation choose another career path. from artistic expression This is also a theme that can Find that George discovered beauty in nature, gaining inspiration for his own be extended to other black artistic creations artists, be their art visual, Forge connections between the natural environment of George’s upbringing, music, literature or film. the curiosity and creativity it inspired, and the rejuvenation it provided to him throughout his life
• George inspired and encouraged others to pursue their own artistic explorations and incorporate beauty into their daily lives. Find that Carver wanted others to experience beauty in daily life and encouraged front porch plantings and color washes on houses Gain an appreciation for George’s ability to inspire and mentor others in their own artistic pursuits Show the struggles that black artists faced. It was clearly a passion of Carver’s. Etta Budd advised him to choose another career path. This is also a theme that can be extended to other black artists, be their art visual, music, literature or film.
• Carver’s expression of himself artistically in everything that he did was evident in his work, his hobbies, and his appreciation of the fine arts. Discover Carver’s many artistic talents and love for fine arts, including vocal and instrumental music, needlework, painting and sketching Gain an appreciation for Carver’s ability to incorporate artful expression and his skills as an artist into his work as a scientist and educator
26 George Washington Carver National Monument Appendices
D. Carver’s Life Work and Achievements George Washington Carver’s life of service led him to become a renowned scientist, educator, humanitarian, and a symbol of interracial cooperation.
Concepts Topics and Stories
• Carver’s contributions in a variety of scientific fields led him to receive • Scientific method recognition for numerous accomplishments in science and agriculture. • Innovation Understand the scope of the work Carver conducted as he taught agriculture • Early proponent of students at Tuskegee Institute and how it impacts lives today sustainability Gain knowledge of Carver’s work in the following fields of science: Chemurgy, • Ecofriendly Agriculture, Botany, Horticulture, Ecology, Plant Pathology, Plant Genetics, Food • Reduce, recycle, reuse Nutrition, Bacteriology, and Mycology • How Carver helped the Learn that Carver was one of the first African Americans to appear before the farmers learn to farm Ways and Means Committee of the U.S. House of Representatives as he lobbied • Membership in Phi Beta on behalf of a tariff on imported peanuts in 1921 Sigma Learn of the honors, awards, and recognitions bestowed upon Carver for his • Effect of prejudice and accomplishments segregation • GWC made an impact on • As an educator and research scientist George Washington Carver led a life the world of service, carrying out his vision for an economically- rejuvenated South by promoting self-sufficiency and conservation. Find that Carver desired independence and prosperity for the poor farmer, and perpetuated the “Tuskegee Ideal”, Booker T. Washington’s philosophy of bettering the conditions of his race through education and vocational and industrial training Realize that, fundamentally, Carver was a conservationist - envisioning all things in nature as useful, thereby influencing him to create hundreds of byproducts from farm crops and waste Recognize Carver’s efforts in teaching and demonstrating self- sufficiency Be inspired by the fact that Carver chose a life of service to mankind Learn of Carver’s efforts to improve soil conservation and farming methods, scientific research to support this goal, and his outreach across the South From Carver’s childhood, individuals throughout his life inspired and guided him on a journey to find his calling
• As Carver’s scientific efforts received attention, his growing fame during an era of racial violence provided him increased access to whites and the opportunity to cross racial boundaries in an effort to promote interracial understanding. Discover how the relationships George formed enabled him to cross racial boundaries Understand that Carver’s role in promoting interracial understanding was supported by a variety of groups with widely varying views and goals Gain an understanding that Carver’s response toward racism was based on the Biblical concept that all were created by God Understand that Carver felt blacks should work toward being a free and independent people as a response to racism Gain an understanding of the rise of anti-black movements during George’s life Gain knowledge of the context of the times, including the relationship between Carver, Booker T. Washington and others at Tuskegee Institute, the role of color and class within the black community, and differing points of view such as accommodationism, radicalism, and militancy expressed by other African American leaders such as Dr. W.E.B. Dubois and Marcus Garvey
Long-Range Interpretive Plan 27 Appendices
The rustic fence near the 1881 Moses Carver house. Photo: NPS-GWCA Appendix D: Desired Visitor Experiences Desired visitor experiences describe what physical, intellectual, and emotional experiences should be available for visitors to George Washington Carver National Monument. These experiences will be available to the degree possible to visitors of all abilities, including those with visual, auditory, mobility, or cognitive impairments.
Before they arrive, visitors will have an opportunity to: • Use a comprehensive website to receive helpful trip planning information and downloadable site-specific publications.
During their visit, visitors will be able to: • Easily use directional signs to get to and around the site. • Become knowledgeable about the history, facts, and observations surrounding the life of George Washington Carver. • Grasp a deeper understanding of how the life and work of George Washington Carver impacts lives today. • Be inspired by Carver’s character traits and his “I Can” philosophy. • Engage in a variety of peaceful, reflective, and inspirational experiences. • Discover the natural and cultural resources of the park to encourage a connection with their own lives and experiences. • Self-guide through the area using a well-designed system of waysides with tactile elements enhanced by a mobile website and audio tours.
28 George Washington Carver National Monument Appendices
• Have authentic, thoughtful conversations with staff, partners, volunteers, and others or enjoy the resource on their own. • Have access to a variety of site-specific publications both hard copy and downloadable. • Purchase appropriate books and sales items. • Explore the African American experience.
After their visit, visitors will be able to continue their connection to the park by: • Visit nearby, related sites. • Obtain information about other related sites in the area so that they can extend their visit. • Further exploration of the African American experience. • Support the park through stewardship. • Participate in the social media offerings. • Become a volunteer. • Participate in distance learning programs.
Virtual visitors will be able to: • Explore the park using a variety of accessible, online, digital resources.
The park promotes events that encourage people to be outside, be active, and explore their world. Photo: NPS-GWCA
Long-Range Interpretive Plan 29 Appendices
Appendix E: Audiences
In order to design the most effective interpretive and educational programming as well as employ the most effective techniques, parks must identify intended audiences, both existing audiences who actively visit the park (onsite and virtually) and potential new audiences that well-planned services may attract. Because different audiences have varied needs and expectations, specific interpretive and educational strategies and methods should be developed to meet the needs of each particular audience.
Current Audiences: More than 49,500 people visited the park in 2019 (see Appendix I) with 11,410 students and teachers participating in educational programs (see Appendix I). The park served 52,417 people in 2019.
Potential Future Audiences: All audiences are welcome and invited to participate in park programs and services; some techniques are better adapted or appeal to particular audiences. Parks seek to appeal to a wide range of visitors of varied backgrounds and ages with different motivations and expectations for visiting.
Potential new audiences will receive focused attention because they are either inadequately served by existing interpretation, need different strategies for engagement, or require specific methods to open or sustain communications and relationships. Factors to consider when developing interpretive and educational programs and services include the life experiences of the individual or group, level of education, learning styles, language, cultural traditions, and time available for interaction. Appendix G provides census data that informs park decisions to focus on particular audiences and audience needs.
Youth Current studies indicate that youth of all ages are disconnected from parks. This disconnect may be a result of competition for time, family history/diversity/ ethnicity, and lack of access. The park may consider opportunities to work with children, young adults (ages 15-25), and/or youth in the local foster care system. Exploring ways to effectively engage youth through social media, service- learning projects, organized groups, and within family units will ultimately create opportunities for them to become future employees, stewards, advocates, voters, and decision makers.
Virtual Audiences Virtual audiences will visit on-site and off-site using a variety of electronic devices. They are looking for conversation, community, trip planning, current conditions, and emergency alerts using a variety of social and digital media. Since this trend is likely to accelerate, the park will need to develop strategies to use digital technologies to reach these audiences in cost effective and sustainable ways.
Education Education programming is a major component of the Interpretation, Education, and Volunteers division, reaching 10,000 students on-site and many more off-site and virtually. A separate Education Plan has been developed concurrently with this LRIP. 30 George Washington Carver National Monument Appendices
African American Visitors Facets of the park stories will attract those familiar with the stories and those interested in the African American experience, including the complex history of slavery and up to current events involving race relations. Using the recommendations from the 2014 Heritage Tourism at George Washington Carver National Monument study, will continue to participate in local African American community events (Juneteenth Celebration family-focused activities), engage church groups promoting Carver’s spiritual beliefs and educational philosophies, actively recruit and hire African American interns and employees, and actively promote the site through a targeted marketing campaign.
Military / Veterans/ Visitors with Military Interests There is a local military presence at Fort Leonard Wood. For today’s military personnel, especially African American ROTC members, there will be opportunities to find relevance and make personal connections with Carver’s military experience. Members of the military stationed nearby are a largely young audience of single people and young families. They represent all parts of American society and may not be very aware of the park’s purposes. This audience is open to appeals to service and understands the idea of dedication to higher causes. The park should pursue outreach activities. Families of military personnel are an underserved local audience.
Storytelling Day programs Disabled Visitors give the visitor an The park will implement universal design principles into all interpretive media opportunity to see life from and infrastructure to ensure the greatest access to all visitors regardless of a different perspective. Kathryn Harris portraying disability. Similarly, staff will explore interpretive programming to reach this still Harriet Tubman, Storytelling underserved and underrepresented audience. Days, 2017. Photo: NPS-GWCA During the next 5–7 years, the park will also work to more effectively engage these audiences: • Hispanic/Latino visitors
• Asian visitors
• LGBTQA+ Community
• Art Communities
• Native American Community
• Residents of Rehab Centers and Nursing Homes
• Churches/Religious Groups
• Active Seniors
• Recreational Users
Long-Range Interpretive Plan 31 Appendices
Appendix F: Existing Conditions
George Washington Carver National Monument offers year-round opportunities to discover Carver’s life and legacy. The park is open daily from 9:00 a.m. to 5:00 p.m. with the exception of December 25, January 1, and Thanksgiving Day.
Visitor Center In 2007, a renovation of the 1960 visitor center added an expanded theater space, improved museum exhibit area, interactive exhibit space, interactive classrooms, museum collection storage facility, sales area, library, office space, and multi- purpose room that serves as a tornado shelter for visitors, community members, and employees.
Orientation services and basic visitor information are available at the information desk. The museum dates back to the original visitor center construction in 1960. Over the years, the exhibits have been refreshed and updated; however, the style and ambience has not changed. The theater has seating for approximately 55 people and is a multi-use space. The park film, produced in 2014, is shown on a regular schedule all year long. The Carver Birthplace Association operates a park store near the main entrance.
The discovery area contains interactive exhibits including primary documents that explore the life of George Washington Carver. During fiscal year 2020 upgrades to audio visual exhibits have been installed. A new Ecological Interactive Exhibit scheduled for installation in 2020 will replace the existing animal exhibit
The history classroom is designed to look like a simple classroom that might have been found in schools or colleges during Carver’s lifetime. The science classroom is designed to resemble Carver’s laboratory at Tuskegee Institute. The humanities focus area, located on the lower level, serves as the multi-purpose room. Each area features wall-mounted exhibits. Interpretive and educational programs, large group gatherings, special events, and meetings are held in each of these areas.
The Visitor Center of George The Carver Library contains primary and secondary sources of manuscripts and Washington Carver National books, videotapes, slides, photographs, magazines, NPS publications, newsletters, Monument. Photo: NPS-GWCA and a variety of other research aids. The park’s enabling legislation mandates the
32 George Washington Carver National Monument Appendices
NPS maintain a museum “for relics and records pertaining to George Washington Carver, and for other articles of national and patriotic interest.” The collection has over 3000 items. Some are currently being used in exhibits and others are available for temporary loans, temporary displays, research, and for interpretive programs. The library and collection storage area is located in the lower level of the visitor center. Because the library and collection are managed by a collateral duty park ranger, they are only available for research by appointment. The 1881 Moses Carver Moses Carver House house. Photo: NPS-GWCA The restored Moses Carver house is open daily and is a self-directed experience. Wall mounted interpretive exhibits were installed in 2007. Special events and programs, including historic demonstrations, are held at the Carver House. Demonstration gardens are maintained by volunteers.
Trails Carver Trail: The park has a 3/4-mile loop trail from the visitor center through the Carver farm where George Washington Carver spent his childhood. Walking along the easy and partially accessible trail wayside exhibits and low stone blocks offer insights and quotes as visitors pass through prairie, streams, and woodlands. This trail features an interpretive area near Carver’s birthplace site, the Boy Carver statue, the Carver house, the Carver Family Cemetery, and a bust of George Washington Carver. The Boy Carver statue area was improved in 2017 for accessibility, increase seating, and improve aesthetics. In fiscal year 2020, an additional accessible trail will connect the Boy Carver statue to the picnic area and to the visitor center. The picnic area will be expanded and become ADA compliant.
Boy Scout Carver Historic Trail: The Carver Historic Trail begins outside park boundaries and continues approximately 11 miles along county roads to Neosho, Missouri and terminates at the Neosho Schoolhouse. A map and informational handout about the trail are available at the visitor center. Few signs and minimal road shoulders along the trail make it difficult to traverse. This trial is on a county road that Is not maintained or owned by the park.
Long-Range Interpretive Plan 33 Appendices
Contemplative Trail: The ¼-mile Contemplative Trail, accessed from the Carver Trail, was created around the Williams Pond to provide visitors with an experience in a quieter, less-traveled area. Benches encourage visitors to sit and enjoy the setting. Carver quotes are engraved in stones that have been positioned along the footpath. The mulch-surfaced trail was added in 2001.
Interpretive Programs Ranger-led programs are presented on Saturdays and Sundays. Additional interpretive programs are presented dependent on staffing levels and visitor interest. The park provides guided tours daily at 10:00 a.m. and 2:00 p.m. and conducts informal roving interpretation.
Volunteer groups are recruited to provide 19th century cultural and lifeways demonstrations including wood carving and fiber preparation (carding, spinning, weaving).
The park has established a Bark Ranger program in collaboration with a local veterinary hospital.
George Washington Carver National Monument hosts Education Programs an annual Junior Ranger day camp that lets youth engage Curriculum-based programs are provided to students and teachers. Programs are with the park to foster a interdisciplinary and aligned with Missouri state and national curriculum standards love and appreciation for and provided at no cost to schools. Primarily, attendees are within a two-hour radius our nation’s National Parks. Photo: NPS-GWCA of the park. See the Education Plan for more detailed information.
Youth Programs There are multiple Junior Ranger opportunities: two multi-generational booklet- based activities and an annual summer program. Children who complete the booklet receive a Junior Ranger badge and certificate. The summer program, held on Saturdays, engages children 8-12 years, in interactive sessions and culminates in a final presentation for their families that demonstrates skills and knowledge gained. Participants in the summer program receive awards. The program is
34 George Washington Carver National Monument Appendices very popular with local children and their parents. Some participants have been inspired to become teen volunteers and the program has evolved to engage them in community outreach and special events.
The park organizes and hosts annual Girl and Boy Scout Days. Scouts participate in activities that help them complete the requirements to earn badge(s).
In 2020, the park is beginning to develop a Youth Service Corps program; and in the future will develop a “Not So Junior Ranger” booklet for older youth.
Interpretive Media Website: The park website (www.nps.gov/gwca) is maintained by staff and features information about the park, special events, and partner links. Most of the web- based information, however, is very basic and provides a brief overview of the park’s programs, history, and resources.
Social Media: The park actively posts on Facebook, Instagram and Twitter. Posts emphasize a variety of topics and reflect a growing, engaged group of followers.
Digital Media: Struggle and Triumph: The Legacy of George Washington Carver is a 28-minute film available online and at the visitor center.
There is at least one virtual geocache in the park.
Interior Exhibits: Exhibits are located throughout the visitor center. The upper level has interactive exhibits featuring historical and social issues related to Carver’s life, his scientific work, and his love of nature. On the main floor, museum exhibits feature many objects from the park’s collection. Minor rehabilitation including a new layout, text corrections, and graphic updates to match the schematic design used in the other exhibit areas was completed in 2007.
Wayside Exhibits: In 2011, twelve new wayside exhibits were installed on the Carver Trail. An accessible approach was created for the wayside by the birth site location. The wayside exhibits describe Carver’s childhood here on the farm and how it influenced his life work and legacy.
Publications: The park map and guide was completed by Harpers Ferry Center in 2002 and provides visitors with an outstanding introduction to George Washington Carver and the site. A rack card, distributed at local tourist information centers, includes hours of operation, location, and available facilities and services. The park produced a series of printed site bulletins (available upon request at the visitor center) that provide more in-depth information about a variety of topics. The Carver Birthplace Association produced and sells the Carver Trail Guide. The booklet offers more in-depth information as visitors walk the 1-mile trail. This publication is available in Spanish, Braille, and Chinese.
Special Events The interpretive staff hosts well-attended special events throughout the year including Carver Day, Prairie Day, and Art in the Park. Carver Day celebrates and interprets the achievements and contributions of Carver and the founding of the park and targets an African American audience. Prairie Day interprets the social, natural, and cultural environment of Carver’s early years in southwest Missouri and the impact it had on his life and is the park’s connection to the local Diamond
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(MO) Gem City Days celebration. Art in the Park helps visitors learn about George Washington Carver’s artistic endeavors. Depending on weather, attendance at these events ranges from 500 to 2,200 visitors and they are labor intensive (250-300 hours each) to plan and present.
The park also organizes and hosts additional events throughout the year including Storytelling Day, Hispanic Heritage Day, Park Prescription Day, National Trails Day, National Get Outside Day, and Holiday Open House. They are not as labor intensive as the three listed above. A night sky program was piloted and presented in collaboration with a member of the Cherokee Nation.
Community Outreach The park staff participate in the Emancipation Day event held annually in Joplin, MO as well as Healthy Kids Day at the YMCA, History Alley with the Newton county Historical Society, and Career Fairs.
Staffing/Volunteers NPS Staff Top: Visitors and partners Currently, the park has six visit the park for the annual permanent staff for interpretation (1 Supervisory Park Ranger, 2 Park Rangers, Carver Day, 1956. and 3 Park Guides). Staff is responsible for daily visitor center operations, present Above: Marilyn Nelson, award winning poet, speaks interpretive programs, rove the visitor center and trails, assist with sales in the at Carver Day, 2011. museum store, and present curriculum-based education programming. They also Both photos: NPS-GWCA plan and coordinate special events and outreach programs.
Volunteers Volunteers-in-Parks (VIPs) are vital members of the park staff and work in several capacities. Visitor greeters staff the front desk more than 50% of park hours. Education program providers help the park meet the demand for field trip programming. Maintenance assistants helps with mowing and trimming, trail maintenance, and special projects. Interpretive program providers are vital to staff special events. Other VIP jobs include Art and Essay judging, library assistance, sewing, maintaining the gardens, staffing off-site events, and more.
36 George Washington Carver National Monument Appendices
FY19 Volunteers-in-Parks % of % of Total # of Total Park # of Hours Park Hours Division Volunteers Volunteers Contributed Contributed Interpretation 383 77 5609 87 Cultural Resources 10 2 60 1 Maintenance 54 9 375 5 Protection 0 0 0 0 Resource Management 68 11 373 5 Administration 11 1 140 2
Volunteer Funding 2016 2017 2018 2019 Comments $6,181 $5,453 $4,110 $2,992 Park Steward Grant of $850 received in FY18; Bird BioBlitz funds of $1,600 received in FY17; Park Steward Grant of $500 and NPLD funds of $2,000 received in FY16
Formal Partnerships The park has formal relationships that operate under Cooperative Agreement or contract. These partners have written agreements with the park or with the National Park Service.
Carver Birthplace Association (CBA) CBA is the park cooperating association and operates a sales outlet in the visitor center that provides interpretive and educational materials. They are also the park’s friends group and philanthropic partner.
Informal Partner Relationships The park also has significant, strategic, and reciprocal informal relationships with government agencies, municipalities, local organizations, academic, and cultural institutions.
Missouri Southern State University (MSSU) The School of Education cosponsors the park’s annual 4th grade Art and Essay contest (with more than 500 entries each year), serves in an advisory capacity for the park’s educational programming, and works with pre-service teachers to create traveling trunks which are added to the park’s traveling trunk inventory and utilized across the nation. Both the History and Social Science Department and the Biology Department provide student interns for the park; the Psychology Department works in partnership to provide public use (teacher) surveys for the park, and the MSSU Library staff provide technical guidance in library management and archive preservation. In addition, park staff participates as judges in the Region VI National History Day and Science Fair competitions sponsored by MSSU each year.
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Partnership for Environmental Education Programs (PEEP): Comprised of officials with the Missouri Department of Natural Resources - State Parks, Missouri Department of Conservation, U.S. Fish and Wildlife Service, National Resources Conservation Service, Missouri Southern State University, and park staff, PEEP provides curriculum-based environmental education programs to 4-6th grade students throughout the 6-county region.
Scout Troops The Monument provides opportunities for scouts to work on Eagle Scout projects and special programs for the scouts to earn scout merit badges.
Neosho National Fish Hatchery The Neosho National Fish Hatchery is a local federal agency. GWCA and the hatchery often send staff to special events and programs at the two sites. Hatchery staff is able to procure and distribute Every Kid Outdoors passes and occasionally provides passes for youth visiting GWCA.
Newtonia Battlefield Protection Association (NBPA) Newtonia Battlefield Protection Association is the non-profit group that manages the Ritchey Mansion and property where the battles of Newtonia were fought during the Civil War. Several GWCA volunteers are members of the NBPA. The site has relevance to the story of George Washington Carver through the connection to slavery and the Civil War. GWCA staff presents programs at the mansion or for the group and NBPA is invited to set up interpretive exhibits during special events.
Greening Youth Foundation Greening Youth Foundation partners with NPS to provide NPS (outdoors and resource conservation) internship experiences for youth from Historically Black Colleges, Universities, and Institutions. GWCA participates in the program and often has 1-2 interns during the summer months.
Tuskegee University (TU) GWCA builds and maintains a strong, cooperative relationship with Tuskegee University. University staff members have been guest speakers at Carver Day and during other special programs. TU shares invaluable resources with 1953 park dedication ceremony at the dedication rock showing early park GWCA, including information from their partners and friends. L to R: Forbes H. Brown, childhood contemporary; S. J. collection, long term loans from their Phillips, George Washington Carver Foundation; Thomas M Campbell, recipient collection, and research assistance. of the Carver award, former student of George Washington Carver and first black demonstration agent (USDA) with the Jesup Wagon; Harry Abbott, recipient of the Carver award, Carver’s former traveling secretary and good friend; F. W. Steinbeck, chairman, Joplin Chamber of Commerce, Carver Committee. Photo: NPS-GWCA
38 George Washington Carver National Monument Appendices
NAACP Joplin Branch GWCA partners with the local chapter of NAACP to present programs and events, including Park Day/Emancipation Day in Joplin. NAACP also sets up informational exhibits during GWCA special events and provides volunteers to assist with other programs and outreach throughout the year. GWCA provides speakers at chapter meetings.
Joplin Emancipation Park Days The Joplin Emancipation Celebration Committee presents the annual Joplin Emancipation Park Days in Joplin. GWCA participates by attending planning meetings and setting up exhibits during the event. The park has worked with Emancipation Park Days to secure funding to support the event through the Challenge Cost Share Program and other micro-grants.
Iowa State University GWCA connects with Iowa State University, Carver’s alma mater, for research, subject matter experts as speakers during Carver Day and other special events, and hosting annual visits by Carver Scholarship students. Carver Day is held on or close to July 14th every Missouri Department of Conservation year to celebrate the 1943 establishment of the park Missouri Department of Conservation (MDC) is the state’s natural conservation and the legacy of George agency. GWCA partners with MDC for environmental education programs, Washington Carver. Live research and assistance on natural resources issues, and serving education field music is one of the many trip groups that are utilizing the MDC Discover Nature field trip transportation attractions of the event. Blues and Folk musician and grant. MDC sets up interactive and educational exhibits during park special events storyteller Lemuel Sheppard, and provides experts during teacher workshops. Carver Day. Photo: NPS-GWCA. Convention and Visitors Bureaus (CVBs) The Joplin Convention and Visitors Bureau is the official tourism organization for the city of Joplin and works with GWCA. They have provided grant funding, promotion of park events and initiatives, training, networking opportunities. In turn, GWCA attends city planning sessions, updates them on park events, and helps provide economic support for the local area. Neosho and Carthage CVBs help to promote the park.
Connect2Culture Connect2Culture (C2C) is a not-for-profit arts organization founded in 2009 to enhance community through culture. C2C strives to expand audience and resources needed to ignite a passion for the arts, culture, and entertainment in the City of Joplin. They offer training, networking and promotional support.
Missouri Department of Natural Resources (DNR) The Missouri Department of Natural Resources manages MO state parks. GWCA often works with Roaring River, Prairie, and Truman State Parks to provide
Long-Range Interpretive Plan 39 Appendices
exhibits and assistance for their special events. They often set up educational exhibits at GWCA special events. DNR is also a participant in environmental education programs held at GWCA and partner sites.
Phi Beta Sigma (Kansas City) GWCA partners with Phi Beta Sigma (PBS) - Alpha Delta Sigma Chapter to provide educational field trips and experiences for inner-city public school students. PBS provides works of service for GWCA and CBA, including raising funds and provide manual labor for the restoration of the historic 1872 Neosho Colored School building. PBS is engaged in and supportive of GWCA. G.W. Carver was a member of PBS while working and teaching at Tuskegee Institute.
Foundation for Springfield Public Schools GWCA works with the Foundation for Springfield Public Schools to administer the Open Outdoors for Kids grant through the National Park Foundation. This provides educational field trip opportunities for Springfield Public Schools students from Title I buildings. This partnership has resulted in more diverse student visitor demographics.
Freeman Health System GWCA partners with local Freeman Health System for health, lifestyle, and well- being special event programs. GWCA attends their health fairs and community outreach events.
Downtown Joplin Alliance Downtown Joplin is host to many monthly, seasonal, and annual events designed to encourage community involvement and stimulate the local economy. GWCA team members promote the park at these events as a nearby community attraction/resource.
Joplin Dogwood Trailblazers Volksmarch Walking Club GWCA partners with the walking club for trail and well-being special events to encourage visitors to be more active.
LiveSmart SWMO GWCA partners with LiveSmart SWMO on community health and wellness initiatives.
Diamond Lions Club The Diamond Lions Club helps to promote GWCA and they run the concessions at Carver Day and Prairie Day.
Missouri Department of Tourism GWCA helps to bring visitors to Missouri and will be working with the Missouri Department of Tourism during the state’s bicentennial anniversary in 2021.
Missouri Master Naturalists GWCA partners with Missouri Master Naturalists on environmental education initiatives.
40 George Washington Carver National Monument Appendices
Crowder College GWCA is a worksite for Crowder College students who are required to earn four hours of community service for college orientation. Crowder provides volunteer service through other classes, as well.
Pittsburg State University (PSU) PSU staff volunteers to provide a live raptors program at GWCA usually once or twice annually.
Diamond High School (DHS) Stream Team DHS Stream Team consists of volunteer students and staff who monitor water in the Carver Branch. They visit the site about four times annually.
Spiva Center for the Arts Spiva staff provides volunteers to judge the annual Art & Essay Contest. Spiva also networks with artists who participate in Art in the Park each spring.
Carter Center for K-12 Black History Education
In 2019, GWCA began working with the Carter Center, setting up an exhibit Students come to George during the annual conference held during the summer. In 2020, GWCA submitted Washington Carver for a proposal to present a break-out session during the summer conference. education programs every spring and fall to learn about the life of this amazing man. Photo: NPS-GWCA
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Appendix G: Local Demographic Information
Data and information about communities informs park management decisions. The US Census Bureau has information on towns and counties across the nation. Compare town and community demographics with those of park visitors.
• US Census Quick Facts has information about your city, county and state. A county can often provide a broader demographic picture of a park community.
• The Check the NPS Visitor Survey Archive to find a survey from the park and enter the information in the last column.
Community and State Demographics US Census Quick Facts (2010/2016, unless noted NPS Visitor Source otherwise) Survey Newton Co. Jasper Co. DEMOGRAPHICS 2010 2010 2010 Hispanic/Latino 5.6% 8.3% 4% African American 1% 2.4% 3% Asian 1.5% 1.3% 1% American Indian 2.6% 1.8% 3% White 90.4% 90.8% 93% AGE AND GENDER Under 18 years Census/15 NPS survey 23.7% 25% 31% Over 65 years Census/61 NPS survey 18.1% 15.6% 22% Female 50.1% 51.2% SPECIAL NEEDS Language other than English spoken 6.2% 7.2% at home Foreign Born 3.6% 4.1% Disability — under 65years old Disability — Encountered Access Problems 10% INCOME Median Household Income $46,723 $45,328 $50,000-74,000 - - 24% $ 75,000-99,000 - - 17% $100,000-149,000 - - 14% Below poverty level 13.2% 16.8% 11% EDUCATION HS Graduation 87.1% 87.1% 12% Bachelor’s Degree 19.4% 22.7% 29% Graduate Degree 26%
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Appendix H: Education Standards and School District Goals
The needs of local schools, students, and educators should drive park education decisions. School districts post goals and strategic plans on their websites and often post district demographics. These numbers can support funding and grant requests. Use this information to inform park education planning and suggest where a park can best focus limited education resources.
Consider when planning: How can the NPS help the district(s) and local children and educators achieve their goals? The NPS has committed to serve fourth graders. What has the school district determined as goals for its fourth graders/ elementary students?
National Education Resources • Common Core Standards — Academic standards that outline what a student should know and be able to do at the end of each grade. The standards have been adopted in 42 states and the District of Columbia.
• Science, Engineering, Technology, and Math (STEM) and Science, Engineering, Technology, the Arts, and Math (STEAM) — Look beyond traditional park areas of focus (such as history or environmental education) to broaden thinking about how to assist communities with their education goals including aligning with STEM and STEAM initiatives, and Next Generation of Science Standards (NGSS).
• The US Department of Education and US Department of Energy have STEM education resources. NOAA, the EPA, and other agencies are also sources for STEM information.
• The Rhode Island School of Design has championed STEAM education.
• The National Writing Project (NWP) — Helps parks use content and resources to teach writing and literacy and has a strong educator network. The NPS has an agreement with the NWP.
Local Education Information • Missouri Learning Standards https://dese.mo.gov/college-career-readiness/curriculum/missouri- learning-standards
Long-Range Interpretive Plan 43 Appendices
Appendix I: Existing Condition Data
2019 George Washington Carver National Monument Servicewide Interpretive Report
Number Total Total ONPS Total All of Times Number of Number of Number Salary & Other Service Different Different Total Work of Visitor Number Benefits Funding Provided Facilities Services Years Contacts Distributed Only Costs Personal Services Visitor Centers/Contact 1 1.00 29,318 $ 82,167 $ 0 Stations Informal Interpretation 0.10 438 $ 8,217 $ 0 Formal Interpretation 112 0.50 1,116 $ 41,083 $ 0 Demonstrations & 33 0.50 2,866 $ 41,083 $ 0 Performing Arts Special Events 13 0.70 5,569 $ 57,518 $ 0 Junior Ranger Junior Ranger 1.00 $ 41,083 $ 0 Booklets Provided 1,523 Badges Given 1,523 Programs 6 1,700 Subtotal Junior Rangers 6 1.00 3,046 $ 41,083 $ 0 Education In Park 318 4 1.00 8,632 $ 82,167 $ 0 In School 25 2,274 Teacher Education 7 190 Distant Learning 12 314 Subtotal Education 362 4 1.00 11,410 $ 82,167 $ 0 Subtotal All Personal 526 1 4 4.80 52,417 $ 353,318 $ 0 Services
Non-Personal Services Park-Produced Publications 8 0.20 28,000 $ 16,314 $ 0 Audio-Visual/Electronic 1 0.10 9,539 $ 8,217 $ 0 Media Subtotal Non-Personal 9 0.30 9,539 28,000 $ 24,651 $ 0 Services Outreach Services Community Programs 34 0.50 3,332 $ 41,086 $ 0 Park Website 0 0.10 0 0 $ 8,217 $ 0 Subtotal Outreach Services 34 0.60 3,332 0 $ 49,303 $ 0
Column Totals 560 1 13 5.70 65,288 31,046 $ 427,272 $ 0
44 George Washington Carver National Monument Appendices
Program Highlights The design for the new wildlife exhibit is completed, and “Bark Ranger: Walk with a Vet” proved to be extremely the exhibit will be fabricated and installed in FY2020. This popular, and featured a guided walk with visitors and their represents a significant upgrade to our present exhibit, dogs along with a local veterinarian who provided health with more interactive features, strong connections to the tips. Robin Jeep, a renowned nutritionist, also presented a park resources and themes, and provides a quality learning workshop on plant-based cuisine using Carver’s work with experience on the wildlife at the park. peanuts, soybeans and sweet potatoes. The park visitation is running at 8% from FY2018, which The park hosted Girl Scout Day in May for 100 girl scouts. is remarkable when considering we were closed due to a Park VIPs, staff, and scout leaders offered eight different lapse in appropriations for almost all of January. badges for the scouts to earn. The park closed out the Heritage Tourism Study with the The park held the third annual “National Trails Day” University of Washington’s Park Studies Unit focusing on program in early June. The park welcomed local health and outreach to the Hispanic Latino Community. The report is wellness educators to share their knowledge of national well done and will be useful on reaching out to this under trails, health and wellness, healthy lifestyles, and nutrition. represented population. The park staged its first Hispanic The 76th Annual Carver Day, held in July, commemorated Heritage Day celebration, which included traditional the life of George Washington Carver and celebrated the dance, music and an actor portraying Labor Rights activist 1943 establishment of the park. About 1,300 visitors (the Cesar Chavez. 400 visitors attended, which is quite good second largest attendance in the history of this event) for an inaugural event at GWCA. learned about African American history in story and song, Partner Phi Beta Sigma in Kansas City was awarded and enjoyed guided tours of the birthplace, interpretive another “Every Kid in a Park” grant to bring urban talks, and children’s programs. The guest speaker was youth from Kansas City to enjoy a full and rich day at Tuskegee University archivist, author and historian the park. They also scored a grant from the Joplin CVB Dana Chandler. Former Executive Director of the Carver to host a three-day Carver legacy event. The event was Birthplace Association Paxton Williams returned to reprise highly successful with a community service day for Joplin his role as George Washington Carver in his original one- non-profits, a tribute to Carver held at the park, and an person show “Listening to the Still Small Voice”. Blues evening event. This partnership was recognized with a historian Clarence Brewer performed a set of roots music Hartzog award in the MWR in 2018. dating from Carver’s lifetime. The annual Art and Essay Contest theme was “Carver’s The fourth annual ‘Storytelling Days’ was held during Thirst for Knowledge”. Over 250 students, teachers and Founders Day weekend. Six world class storytellers parents attended the awards ceremony where the 4th performed for almost 400 people during the different grade winners were recognized. Also in attendance sessions. Stories included Civil Rights leader James Milton was Sen. Roy Blunt, Missouri Governor Parsons, and Turner, The Harlem Renaissance, Cesar Chavez, Paul members of the Missouri legislature. This annual event is Laurence Dunbar, feminist and suffragette Elizabeth Cady a partnership with Missouri Southern State University and Stanton and Native American dance, music and stories. the Carver Birthplace Association. Over 2,200 visitors came out for a rainy annual Prairie The park was recognized with another MWR Hartzog Day event, held in September. Wool spinning, apple award for Youth Volunteer Grace Carter. It is the fourth pressing, laundry with a washboard, corn shelling, and award the park received in as many years. traditional music helped visitors step back in time. Visitors enjoyed wagon rides around the prairie with storytellers. Approximately 350 visitors attended and participated Mountain folk duo the Vogts Sisters sang and played in “Art in the Park” with various art workshops, which period style music. included pastels, nature frames, clay, silk painting, and gouache watercolors. The “budding artists” section The park initiated and completed a new Cooperative featured natural dyes, painting color swatches, rock Agreement with Facing History, a national organization painting and other children activities. The feature speaker that provides resources and training to teachers/museum Sarah Serio gave a presentation on her art, which raises educators on interpreting complex topics, issues and awareness of human trafficking. periods of American history. They provided an excellent and acclaimed teacher’s workshop on the Reconstruction For Park Rx Day, the park hosted a plant based nutrition era at the park that was attended by teachers and Park workshop and demonstration, “Yoga in the Park” and Rangers from all over the state. “Walk with a Doc.” A certified yoga instructor from Four State Yoga and Restoration lead participants through gentle flow class focused on building strength and increasing flexibility. With “Walk with a Doc”, people brought their health related questions and joined a doctor from Freeman Health System for a one-mile walk to better health.
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Appendix J: References
• 2005 George Washington Carver: For His Time and Ours
• 2007 Long-Range Interpretive Plan
• 2007–2011 Education Plan
• 2012 Historic Structure Report: 1872 Neosho Colored School
• 2014 Walking in Credence: An Administrative History of George Washington Carver National Monument
• 2014 Historic Resource Study: The Early Life of George Washington Carver
• 2014 Heritage Tourism at George Washington Carver National Monument: Perspectives of Five Demographic Groups
• 2015 Cultural Landscape Report
• March 2016 Foundation Document
• 2018 Thirst for Knowledge: Historic Context for the 1872 Neosho Colored School
The George Washington Carver National Monument opened to the public in 1953, ten years after it had been established by law. Photo: NPS-GWCA
46 George Washington Carver National Monument Appendices
Appendix K: June 2020 Education Plan
George Washington Carver National Monument (GWCA) Education Plan June 2020
The Planning Process This Education Plan is built on the park’s 2016 Foundation Document and the 2020 Long-Range Interpretive Plan. A three-hour interactive workshop with 13 participants (staff and a core group of educators – two participated virtually via videoconference) was held in December 2019. The participants reviewed how the National Park Service (NPS) at GWCA is currently serving students and educators, and developed recommendations for the next five to seven years. An implementation strategy confirming future goals and actions, documenting resource/support requirements, and identifying a timeline for action was developed in April 2020.
GWCA’s Education Audience Education groups reflect approximately 25% of park visitation. The primary audience for GWCA education programs is 2nd through 4th grade with an emphasis on 3rd grade, due to state curriculum standards. In the future, GWCA will broaden its offerings to include programming for middle school and high school students.
How GWCA is Engaging Students and Teachers During the December 2019 workshop, park staff and the education team described how GWCA will continue to engage students and teachers and identified areas that need improvement. Park staff give daily tours to groups and excited visitors. Curriculum-Based, On- Photo: NPS-GWCA Site Programs To guide the park education program, standard operating procedures (SOPs) have been developed for group reservations, daily scheduling of programs, and a rain plan. In case of inclement weather, programs will be conducted in the visitor center. The park must submit grant requests or use operating funds to provide transportation assistance. When available, the transportation funding will be offered first to Title I schools. (A Title I designation means financial Long-Range Interpretive Plan 47 Appendices
assistance is provided to local educational agencies for children from low-income families to help ensure that all children meet challenging state academic standards. This is often based on the percentage of students eligible for free or reduced school lunch.)
An informal evaluation program prevents the park from knowing whether programs are working effectively. Are the variety of education- based programs meeting education goals and expectations? How Pioneer Days programs evaluation should be give students a fuller done and by whom is unclear. Program evaluation is currently informal with the understanding of what farm staff observing and requesting feedback from teachers. The park will address these life in Missouri was like in questions and begin to conduct more formal program evaluations and assessments. the 19th century. Photo: NPS-GWCA GWCA offers five unique, on-site, ranger-led, curriculum-based education programs for public and private schools or homeschools. Most programs include a 75-minute guided tour of the Carver Loop Trail, a 30-minute classroom activity, 30-minute interactive exhibit space activity, a gift shop visit, and a 45-minute picnic break. SOPs have been developed for each individual program. Missouri Learning Standards and the Grade Level Expectations (GLEs) are identified in each program’s SOP.
1. Carver’s “I Can” Education (grades 3–5) This program is the most requested education program and includes an overview of George Washington Carver’s life. In addition to the guided tour, teachers may choose between a science lab classroom program (a peanut or sweet potato activity) or a one-room school classroom program. Teachers have these options to address peanut allergies or for other reasons.
2. Carver, the Plant Doctor (grades K–1) This program for the youngest students is best offered during the spring when wildflowers are blooming. It capitalizes on their curiosity about nature while sharing George Washington Carver’s fascination with the natural world. Upon arrival, children receive a nature backpack for the day. During a modified guided tour, students explore the front lawn and select from the abundant spring flowers (for example: dandelion, spring beauty, bluet, violet) on the manicured lawn for use in the lab where they make a plant pressing and talk about Carver’s herbarium. Rangers and Volunteers-In-Parks (VIPs) provide a
48 George Washington Carver National Monument Appendices
stewardship message about not picking flowers anywhere else on the property, and the rule against collecting on federal lands.
3. Carver, the Artist (grades 1–4) This program focuses on George Washington Carver’s love of art. Using sketch pads they made at school, students sketch scenes of art and the landscape along the trail. The classroom component is an art lesson. Students create color swatches with washable paint, making tints and shades. The program includes an art walk in the interactive museum space.
4. Pioneer Days (grades 2–5) This program is designed to help students learn about life on the Moses Carver homestead during the childhood of George Washington Carver. Students travel with their teacher/chaperon to a variety of 20-minute, interactive stations. Park staff and VIPs guide students through activities related to laundry, corn shelling, Dutch oven cooking, candle dipping, storytelling, one-room school, toys, and games.
5. Struggle for Education: George Washington Carver in a Segregated America (grades 6–8) In this program, students explore civil rights issues experienced by George Washington Carver, disparities in education, race relations in the United States, the value he placed on education, and why he rose to prominence. In addition to a guided tour, teachers select from these classroom activities: debate about why GWCA was established, reenactment of the 1921 Congressional House Ways and Means Committee hearing, or design of museum exhibits by incorporating primary documents.
Homeschool Days (grades K–12) Homeschool education is popular in the four-state region. Parents indicate important aspects of field trips are interactive, free-choice, science-based, and socially enriching learning. Homeschool education days are offered throughout the year. Informal evaluation helps define program offerings. Typical program topics include African American history, environmental education, science, Pioneer Days, or any of the park’s other education programs. Program length is three hours, plus set up and clean up time. National and/or state standards need to be identified and added to these programs to aid those homeschool educators who use them.
Partnership for Environmental Education Programs (PEEP) PEEP is an alliance of local conservation agencies that provide outdoor, environmental education programs to area students. GWCA hosts one or two PEEP days annually. Park staff and VIPs also travel off-site to provide programming at partner locations. Student rotate through a variety of activity stations where they learn the importance of different ecosystems, the environment, recycling, local plants, mammals, aquatic life, birds, geology, and more. GWCA shares equipment and materials with members of the partnership. Park staff, VIPs, and partners work to present the learning stations. Evaluation is informal and based on partner feedback. Education standards need to be identified and added to this program.
Long-Range Interpretive Plan 49 Appendices
Self-Guided Field Trip The self-guided field trip packet is designed for groups of all grade levels that will be guided by a teacher or other adult chaperon. A schedule is provided to assist with group rotation and to make the field trip more meaningful. Using the GWCA Trail Guide booklet, leaders help students learn about the life of George Washington Carver, especially his childhood on the Moses Carver farm. This field trip features a self-guided trail tour, time to explore the interactive exhibit space, park film, and picnic. Education standards need to be identified and added to this program.
Curriculum-based, Off-site Programs Off-site Programs Park rangers present programs at schools and local libraries. Depending on staff availability, every effort is made to approve off-site program requests. For schools unable to visit GWCA, this program is an excellent opportunity to provide outreach. Evaluation is informal and based on staff and teacher feedback. Presentations may include components of existing education programs, based on the grade level. A brochure outlining available off-site programs will be developed.
Art and Essay Contest (grades 3–4) The Art and Essay Contest began in 1990 in partnership with the Department of Teacher Education at Missouri Southern State University (MSSU), the Carver Birthplace Association (CBA) and GWCA. 2020 was the 30-year anniversary of this successful program. Originally designed for 4th grade, it was opened to 3rd grade students when the Missouri learning standards changed. Now open to both 3rd and 4th grade students, the annual contest encourages students to create artwork and/or an essay that addresses the annual theme. The VIP judges are education students at MSSU, teachers, authors, and park VIPs. The Art and Essay Contest addresses language arts standards and allows students the opportunity to practice essay writing. Fine arts standards are addressed as children use their creativity and The Junior Ranger program enter their artistic expressions. GWCA hosts an art show and an offers students of all ages the opportunity to dig awards ceremony annually in March. Park staff spend a minimum of 80-120 hours deeper into the park’s story. to organize and oversee this event. MSSU prints and mails the teacher packets, Photo: NPS-GWCA prints participant certificates, provides judges, and assists with presenting awards. CBA assists with the refreshments at the awards ceremony. Evaluation is informal and based on staff feedback. The program needs to be revised to reduce staff time.
George Washington Carver Traveling Trunk (grades 2–5) The traveling trunk program is an effective way to reach long-distance students with the story of George Washington Carver. The cost of the program is nominal and reaches hundreds of students annually. In the past decade, reservations for the traveling trunk dropped dramatically and may be due to a lack of publicity. The park has two or three copies of the traveling trunk. The park pays for shipping to borrowers and borrowers pay the return shipping costs. A SOP describes program management. Staff spend approximately one hour per month processing traveling trunk loans. Evaluation is informal and based on teacher feedback. The traveling trunk should be updated for content and education standards, directing borrowers to the park website for materials shared digitally.
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Educational Resources, Lesson Plans, and Activities GWCA “Education” Webpages The park’s “Education” webpages feature education-related resources and information that are updated regularly. The webpages include information about curriculum materials, materials to loan, field trips, and traveling trunks. There is additional information about the Teacher-Ranger-Teacher program, Art and Essay Contest, Junior Ranger programs, lesson plans, and a reading list with reading levels.
Lesson Plans Lesson plans are available exclusively on the park website for four different programs. Each program’s content and education standards need to be updated. Due to ADA digital requirements and file sizes, all documents need to be converted into HTML format. Once these updates and conversions are completed, the park will be able to actively share these lesson plans with educators. A review of website analytics will be conducted to determine which lesson plans are most frequently accessed. These reviews should be conducted annually.
1. Discovering George Washington Carver — A Man of Character (grades Outreach to schools with 2, 4, and 6) such programs as Every Kid Anchored on George Washington Outdoors work to engage a Carver’s “Eight Cardinal Virtues” new generation to George Washington Carver’s story. letter, the character education Photo: NPS-GWCA curriculum consists of three grade- specific booklets. Each book contains five lessons promoting positive character development through individual and group activities. Topics include caring for others, honesty, confronting prejudice and racism, sharing, and more.
2. Carver — the Artist (grade 4) This program explores George Washington Carver’s artistic talents. Topics include beautifying the doorsteps of houses in “A Colorful South”, painting color swatches, Carver’s patents of over 500 dyes made with clay, and his humanitarian outreach in “To Be of the Greatest Good.”
3. To Burn or Not to Burn — Effects of Fire as Management for Tallgrass Prairie (grades 9–12) This program, aligned to Missouri Biology Course Level Expectations, features a field trip to prairie units within the park and/or to other native prairie units. Students explore the effects of select management techniques on tallgrass prairie ecology, research methods (field sampling, data collection, and analysis), and maintaining a prairie ecosystem. Participating students should be able to interpret and analyze data relative to prairie land management techniques, describe ecosystem processes such as fire, grazing, and climatic
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conditions, and predict the impact of natural or human caused disturbances that may affect the biodiversity and occurrence of invasive species in the prairie plant community.
4. George Washington Carver Web Quest (grades 5–8) Created by the 2010 Teacher-Ranger-Teacher, the web quest includes an introduction, task, process, evaluation, and conclusion. The web quest is aligned to Missouri Learning Standards for English Language Arts GLEs. Students discover the story of George Washington Carver and use primary documents to explore selected topics of Carver’s life.
Additional interactive lesson plans that complement the 2013 film Struggle and Triumph — The Legacy of George Washington Carver and the shorter version of the film, A Man of Character, have been developed for 2nd grade, 4th grade, middle school, and high school students. These lessons were not widely distributed and should be added to the park website. Lessons are coded with Common Core State Standards (CCSS) and Missouri Learning Standards. To meet ADA digital requirements, each lesson plan needs to be converted into HTML format before posting on the park’s website and actively promoting them.
Interactive Exhibit Area, Museum Film The upper level of the visitor center features a significant number of interactive exhibits that combine science and history to engage students with the story of George Washington Carver’s life and accomplishments. Featured primary The visitor center exhibits documents include Carver’s letters, historic photographs, newspaper articles, offer a closer look into silent film footage, and audio recordings. Plans have been developed to fabricate George Washington and install new interactive exhibits focusing on George Washington Carver’s Carver’s life and impact in childhood experiences in nature and its influence on his life including his secret American society. Photo: NPS-GWCA garden and the natural setting that still exists. After going through the exhibit area, students and teachers go outside and visit the same woodlands and streams that young Carver experienced. Artifacts from the park’s collection are featured within all the exhibition areas. The park film, documenting Carver’s life, is available. The eight-minute film, A Man of Character, for younger children, is also available; however, the park needs to upgrade the existing audio-visual system or set up a tablet to make it available to visitors.
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Children’s Activity Sheets At the park’s visitor center desk, a variety of children’s activity sheets are available for individuals, family groups, and organized education and youth groups. For example, a scavenger hunt activity, created by park VIPs, encourages families with children as well as self-guided groups to explore the interactive exhibits.
5+ Year Goals for Education Workshop participants identified goals to strengthen the education program at George Washington Carver National Monument. All goals will align with the preferred alternative within other park planning documents. Volunteers In Parks provide education programs to Over the next five to seven years GWCA will focus on the following educational thousands of school students each year. program goals: Photo: NPS-GWCA • Provide Professional Development Opportunities
• Conduct Evaluation/Assessment
• Review and Update Learning Standards
• Expand Distance Learning Opportunities
• Review and Strengthen Existing Education Programs
• Enhance Experience Using Educational Media and Technology
Implementation Plan The measure of success of any plan is the extent to which it is implemented. Initial implementation of strategies needs to be both realistic and flexible. Because funding opportunities and priorities often change, management may need to adjust the implementation strategies to adapt to changing conditions. NPS staff and education partners should meet each year to draft an Annual Implementation Plan for each new fiscal year based on funding opportunities and coordination with other projects. Flexibility is extremely important to allow staff and partners the opportunity to try new and different ideas and make adjustments as necessary.
Following the December 2019 workshop and as the final draft of this document was prepared, the COVID-19 pandemic closed schools for the spring season and changed the way schools deliver instruction. With social distancing guidelines, in-person instruction may not occur, and field trips may not be scheduled for the 2020-2021 school year. GWCA will be flexible on new methods to deliver programming, based upon school needs.
These goals and associated actions are representative of many ideas generated during the December 2019 workshop. Action items are prioritized and listed below each goal. The actions necessary to implement the recommendations have been divided into a short-term (one to two years), mid-term (three to four years), and long-term (five+ years) timeline, reflected in the Implementation Chart below. Some recommended actions are dependent on future funding. Other action items can be implemented immediately within existing funding and staffing levels.
Long-Range Interpretive Plan 53 Appendices
Provide Professional Development Opportunities
• Continue to offer workshops and seminars via Facing History and Ourselves, Teaching American History, MO Humanities Council, MO Department of Conservation, MO Geographic Alliance, or other professional organizations
• Recruit and hire a Teacher-Ranger-Teacher annually, as staff and budget permit
• Consider changing professional development dates to include days during the school year
• Attend and make presentations during district, subject, and grade-level in- service professional development days to publicize GWCA educational resources
Artifacts tell the story of • Form connections with MO Department George Washington Carver’s of Elementary and Secondary Education early life. (DESE) Photo: NPS-GWCA • Offer community service hours to teacher candidates
• Schedule an annual educator open house featuring refreshments, a tour of the facilities, education program activities, traveling trunks, National History Day primary sources workshop, hands-on workshops, and more
• Partner with MSSU or MSU to offer college and/or graduate credit for teacher workshops
• Align professional development opportunities to MO Learning Standards and GLEs
• Establish outreach to English Language Learners students and teachers
Conduct Evaluation/Assessment
• Investigate what other parks are doing for evaluation/assessment to inform GWCA evaluation
• Develop metrics and create approved evaluation sheets to distribute with each program; include informal evaluation request within field trip reservation confirmation
• Contract researcher to evaluate existing education programs
Review and Update Learning Standards
• Identify learning standards for MO, AR, KS, and OK plus CCSS for all on-site and off-site educational programs, activities, lesson plans, promotional materials, and resources. Work with MSSU Department of Teacher Education to assign this to pre-service teachers. Submit to education work group for approval 54 George Washington Carver National Monument Appendices
• Review and update state learning standards annually
• Send samples of standards and program connections to educators for developing their own lesson plans and activities, with an option for digitally sharing with other educators
Expand Distance Learning Opportunities
• Continue to offer videoconferencing to reach long-distance students and as components of education programs
• Promote program offerings and options to use virtual learning or other tools
• Offer more distance learning opportunities by offering new programming
• Offer interactive distance learning programs for pre-school students (Mothers of Pre-Schoolers (MOPS), Parents as Teachers (PAT), and early childhood education programs
• Produce web-based ranger talks along the trail or indoors to reach long- distance students
• Consider building relationships and offering programs at juvenile detention centers
• Connect to artifacts and the Digital Public Library of America George Washington Carver National Monument • Organize and host a virtual science fair for middle and high school students enthusiastically supports initiatives like Every Kid Review and Strengthen Existing Education Programs Outdoors to bring in new visitors to appreciate what • Continue to engage GWCA’s education workgroup and co-create content with the park offers. educators Photo: NPS-GWCA
• Continue field trips that give students an authentic experience (student returns with family to guide them)
• Apply for grants to continue to provide funding for field trips to Title I schools
• Update GWCA education webpages regularly
• More effectively promote educational programs and media by working with regional school districts and teacher education departments at MSSU and MSU
• Emphasize character education
• Communicate regarding educational opportunities – especially middle school on race relations, reconstruction, slavery and GWCA’s thematic connections
• Develop and maintain SOPs for GWCA’s overall education program, plus SOPs for each individual program
Long-Range Interpretive Plan 55 Appendices
• Update and upload to park website field trip packets, traveling trunks, and children’s activities
• Update content and learning standards for lesson plans and create ADA- accessible webpages
• Evaluate Art and Essay Contest to determine opportunities to increase efficiency
• Create special programs for use during spring break
• Create and offer summer school programs that are different from those offered during the school year
• Connect George Washington Carver to National History Day – host resource/ research day at the park and help students and educators access and use primary source material
• Design self-guided science activities for the science classroom, complete with instructions and supplies
• Connect with STEM or STEAM programs in the science classroom
• Revitalize the ecology program as a service-learning project that connects to agriculture classes, with emphasis on gardening and prairie management
• Create a teacher trail guide to include suggested questions and facts about George Washington Carver and the landscape. This trail guide could be part of the self-guided field trip packet
• Create middle and high school curricula and adapt field trips and traveling trunks for these grades
• Post sample science fair projects relating to Carver’s work that middle school and high school students may independently implement. Offer support for students working on those projects.
Enhance Experience Using Educational Media and Technology
• Develop and post the Teaching with Historic Places the lesson plan “Overcoming Obstacles: George Washington Carver’s Pathway to Education and a Life of Distinction”; the lesson plan includes Neosho School House
• Participate in training opportunities to remain current with and integrate technology
• Upgrade the existing theater AV system or set up a tablet to show the Man of Character film
• Update the brochure outlining education programs and products and make widely available
• Distribute quarterly education program flyer – digital version (email) and hard copy (regular mail), a priority for communicating with educators
• Update the African American traveling trunk featuring parks with primary interpretive themes focusing on African American history
56 George Washington Carver National Monument Appendices
• Connect with parents and guardians through social media
• Create an education Facebook page
• Create a trunk full of props for use in the history classroom, a room that is conducive to self-guided activities using the chalkboard, slates and spellers, and limited props on the teacher table
Additional Ideas to Consider
• Strengthen connections to Nicodemus National Historic Site, Brown v. Board of Education National Historic Site, Booker T. Washington National Monument, Tuskegee Institute National Historic Site, and Central High School National Historic Site
• Partner with local scout groups and camps to offer day-long merit badge/patch Artist at the “Art in the classes; design interactive hikes of 5-, 10-, 15-, and/or 20-miles on and around Park” workshop, 2008. Photo: NPS-GWCA the park grounds, along with hiking medals scouts may earn
• Create faith-based connections (spiritual guide) – contemplative opportunities, especially for the numerous parochial schools that visit GWCA
• Reinvest in adopt a school program, allowing park rangers to become mentoring figures in the school
• Create a new program surrounding Carver’s visits to Tulsa. Partner with Tulsa Public Schools and CBA to include a park ranger visit to Carver Middle School and other 7th-8th grade centers, as well as a field trip to the park
• Develop a museum education program, especially for 7th-12th grades, modeled after other parks’ successful museum education programs; include a virtual tour of the exhibit spaces with talks by rangers and VIPs
• Offer on-site pre-school and MOPS programs
• Offer nature journaling for middle and high school students
• Create “how to” guides so resources may be used in home or classroom
• Reach out to art classes and teachers
• Develop a program that discusses the Missouri Constitution and the impact it had on Carver’s life and his education
• Connect with educators for Constitution Day
Long-Range Interpretive Plan 57 Appendices
George Washington Carver National Monument Support On-Going Short-term Mid-term Long-term (GWCA) Education Goals and Actions Required (1–2 years) (3–4 years) (5+ years)
Provide Professional Development Opportunities Continue to offer workshops and seminars funding support X via Facing History, Teaching American History, required MO Humanities Council, MO Department of Conservation, MO Geographic Alliance, and other professional organizations Recruit and hire a Teacher-Ranger-Teacher funding support X required (WASO or park base) Consider changing professional development dates X to include days during the school year Attend and make presentations during district, X subject, and grade level in-service professional development days to publicize GWCA educational resources Form connections with MO Department of X Elementary and Secondary Education (DESE) Offer community service hours to teacher X candidates Schedule an annual educator open house featuring X refreshments, a tour of the facilities, education program activities, traveling trunks, National History Day primary sources workshop, hands-on workshops, and more Partner with MSSU or MSU to offer college credit X for teacher workshops Align professional development opportunities to GWCA X MO Learning Standards and GLEs education work group assistance needed Establish outreach to English Language Learners X teachers and students Conduct Evaluation/Assessment Investigate what other parks are doing for X evaluation/assessment to inform GWCA evaluation Develop metrics, create evaluation sheets (within WASO Education X appropriate OMB guidelines), and distribute with Program each program; and include informal evaluation Manager request within field trip reservation confirmation guidance needed Contract researcher to evaluate existing education PMIS project X program needed Review and Update Learning Standards Identify learning standards for MO, AR, KS, and OK X plus CCSS (Common Core State Standards) for all on- and off-site educational programs, activities, lesson plans, promotional materials, and resources. Submit to education work group for approval Review and update standards annually GWCA X Education work group assistance needed Send samples of standards and program X connections to educators so they can develop their own lesson plans and activities
58 George Washington Carver National Monument Appendices
George Washington Carver National Monument Support On-Going Short-term Mid-term Long-term (GWCA) Education Goals and Actions Required (1–2 years) (3–4 years) (5+ years)
Expand Distance Learning Opportunities Continue to offer videoconferencing to reach long- funding for CILC X distance students and as components of education programs Promote program offerings and options to use need to find X virtual learning or other tools new DOI- approved video conferen-cing platforms to reach schools (Zoom is now prohibi-ted) Offer more distance learning opportunities by X offering new programming Offer interactive distance learning programs for X pre-school students (Mothers of Pre-Schoolers (MOPS), Parents as Teachers (PAT), and early childhood education programs) Produce web-based ranger talks along the trail or X indoors to reach long-distance students Consider building relationships and offering X programs at Juvenile Detention Centers Connect to artifacts and Digital Public Library of X America Organize and host a virtual science fair for middle X and high school students Review and Strengthen Existing Education Programs Continue to engage education workgroup and co- X create content with educators Continue field trips that give students an authentic X experience (student returns with family to guide them) Apply for grants to continue to provide funding for X field trips to Title I schools Update GWCA education webpages regularly X More effectively promote educational programs X and media Emphasize character education X Communicate regarding educational opportunities Facing History X – especially middle school on race relations, and Ourselves reconstruction, slavery Develop and maintain SOPs for overall GWCA’s X overall education program, plus SOPs for each individual program Update and upload to park website field trip X packets, traveling trunks, and children’s activities Update content and learning standards for lesson X plans and create ADA-accessible webpages Evaluate Art and Essay Contest and determine X opportunities to increase efficiency and reduce staff time Create special programs for use during spring break X Create and offer summer school programs that are X different from those offered during the school year
Long-Range Interpretive Plan 59 Appendices
George Washington Carver National Monument Support On-Going Short-term Mid-term Long-term (GWCA) Education Goals and Actions Required (1–2 years) (3–4 years) (5+ years)
Connect George Washington Carver to National X History Day – host resource/research day at the park and help students and educators access and use primary source material Design self-guided science activities for the science X classroom, complete with instructions and supplies Connect with STEM or STEAM programs in the X science classroom Revitalize the ecology program as a service-learning X project that connects to agriculture classes, with emphasis on gardening and prairie management Create a teacher trail guide to include suggested X questions and facts about George Washington Carver and the landscape. This trail guide could be part of the self-guided field trip packet Create middle and high school curricula and adapt X field trips and traveling trunks for these grades Post sample science fair projects relating to Carver’s X work that middle school and high school students may independently implement. Offer support for students working on those projects. Enhance Experience Using Educational Media and Technology Develop and post the Teaching with Historic X Places lesson plan “Overcoming Obstacles: George Washington Carver’s Pathway to Education and a Life of Distinction” which includes Neosho School House Participate in training opportunities to remain X current with and integrate technology Upgrade the existing theater AV system or set up a X tablet to show the Man of Character film Update the brochure outlining education programs X and products and make widely available Distribute quarterly education program flyer – X digital version (email) and hard copy (regular mail) Update the African American traveling trunk X featuring parks with primary interpretive themes focusing on African American history Connect to parents and guardians through social #GWCA- X media education (new hashtag) / original content written Create education Facebook page X Create a trunk full of props for use in the history X classroom a room conducive to self-guided activities using the chalkboard, slates and spellers, and limited props on the teacher table Additional Ideas to Consider Strengthen connections to NICO, BRVB, BOWA, X TUIN, and CHSC Partner with local scout groups and camps to offer X day-long merit badge/patch Create faith-based connections (spiritual guide) – X contemplative opportunities
60 George Washington Carver National Monument Appendices
George Washington Carver National Monument Support On-Going Short-term Mid-term Long-term (GWCA) Education Goals and Actions Required (1–2 years) (3–4 years) (5+ years)
Reinvest in adopt a school program, allowing park X rangers to become mentoring figures in the school Create a new program surrounding Carver’s visits to X Tulsa. Partner with Tulsa Public Schools and CBA to include a park ranger visit to Carver Middle School and other 7th-8th grade centers, as well as a field trip to the park Develop a museum education program, especially X for 7th-12th grades, modeled after other parks’ successful museum education programs Offer on-site pre-school and MOPS programs X Offer nature journaling for middle and high school X students Create “how to” guides so resources can be used in X home/classroom Reach out to art classes and teachers X Develop a program that discusses the Missouri X Constitution and the impact it had on Carver’s life and his education Connect with educators for Constitution Day X
Long-Range Interpretive Plan 61 Appendices
Planning Team
• George Washington Carver National Monument
Jim Heaney, Superintendent
Randall Becker, Supervisory Park Ranger
Valerie Baldwin, Park Guide
Curtis Gregory, Park Ranger
Diane Eilenstein, Park Ranger
National Park Service
Toni Dufficy, Interpretive Planner, Harpers Ferry Center
• Education Partners
Ms. Mary Arnold, 4th and 5th grade social studies teacher, Thomas Jefferson Independent Day School, Joplin, MO
Ms. Natalie Mast, retired Spanish teacher, lifetime certificate, VIP
Ms. Clarissa McBride, 3rd grade teacher, Mark Twain Elementary School, Carthage R-9 School District, MO
Mr. Darren Morgan, 8th grade American history teacher, Joplin South Middle School, MO
Mr. Russ Munyan, MS language arts, HS diploma completion program, Olathe Public Schools, KS
Dr. Laura Schisler, Assistant Professor, MSSU Department of Teacher Education, Joplin, MO
Dr. Jennifer Stegall, Assistant Professor, MSSU Department of Teacher Education, Joplin, MO
Ms. Crystal Stokes, social studies teacher, Joplin North Middle School, MO
Ms. Darla Tate, social studies teacher, Parkview High School, Springfield Public Schools, MO
Dr. Edward Williamson, Associate Professor — Education, Drury University, St. Robert, MO
The bust of George Washington Carver by Audrey Corwin. Photo: NPS-GWCA
62 George Washington Carver National Monument Long-Range Interpretive Plan 63 Harpers Ferry Center National Park Service U.S. Department of the Interior
5646 Carver Road Diamond, MO 64840-8314 Telephone 417-325-4151 www.nps.gov/gwca
Williams pond at George Washington Carver National Monument. Photo: by Cliff Keeler