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Bryce Canyon National Park: Hoodoos Cast Their Spell National Park Service Teaching with Historic Places U.S. Department of the Interior Bryce Canyon National Park: Hoodoos Cast Their Spell Bryce Canyon National Park: Hoodoos Cast Their Spell (National Park Service) “When lighted by the morning sun the gorgeous chasm is an immense bowl of lace and filigree work in stone, colored with the white of frost and the pinks of glowing embers. To those who have not forgotten the story books of childhood it suggests a playground for fairies. In another aspect it seems a smoldering inferno where goblins and demons might dwell among flames and embers."¹ This description is one attempt of many to capture in words the awesome beauty of Bryce Canyon, where erosion has shaped colorful limestones, sandstones, and mudstones into a spectacular array of spires, fins, and pinnacles known as "hoodoos." These whimsically arranged hoodoos remind viewers of church steeples, Gothic spires, castle walls, animals, and even people. Formations with names such as the Wall of Windows, the Chessmen, Thor's Hammer, Tower Bridge, and the Poodle, suggest but a few of the likenesses. A legend of the Paiute Indians, who inhabited the area for hundreds of years before the arrival of European Americans, claims the colorful hoodoos are ancient "Legend People" who were turned to stone as punishment for bad deeds. Surrounded by the beauty of southern Utah and panoramic views of three states, these hoodoos cast their spell on all who visit. The area, now protected as Bryce Canyon National Park, has been a popular tourist destination since the 1920s. National Park Service Teaching with Historic Places U.S. Department of the Interior Bryce Canyon National Park: Hoodoos Cast Their Spell Document Contents National Curriculum Standards About This Lesson Getting Started: Inquiry Question Setting the Stage: Historical Context Locating the Site: Map 1. Map 1: Utah and Arizona 2. Map 2: The Grand Circle Tour Determining the Facts: Readings 1. Reading 1: Early Uses of Bryce Canyon 2. Reading 2: Interest in Bryce Canyon Increases 3. Reading 3: Accommodating Tourists at Bryce Canyon 4. Reading 3: Union Pacific Ad Visual Evidence: Images 1. Bryce Canyon National Park 2. Thor’s Hammer 3. Bryce’s log cabin 4. Tour groups at Bryce Canyon Lodge 5. The lobby of Bryce Canyon Lodge Putting It All Together: Activities 1. Activity 1: To Make Public, or Not to Make Public 2. Activity 2: The Local Landscape 3. Activity 3: Promoting Local Resources References and Endnotes Additional Resources National Park Service Teaching with Historic Places U.S. Department of the Interior Bryce Canyon National Park: Hoodoos Cast Their Spell Where this lesson fits into the curriculum Time Period: 1870s-1920s Topics: This lesson could be used in U.S. history, social studies, and geography courses in units on westward expansion (especially the Mormon settlement of Utah) and the conservation movement of the late 19th and early 20th centuries. It also could be used in a geology course. Relevant United States History Standards for Grades 5-12 This lesson relates to the following National Standards for History from the UCLA National Center for History in the Schools: US History Era 4 • Standard 2E: The student understands the settlement of the West US History Era 6 • Standard 1C: The student understands how agriculture, mining, and ranching were transformed • Standard 1D: The student understands the effects of rapid industrialization on the environment and the emergence of the first conservation movement US History Era 7 • Standard 3B: The student understands how a modern capitalist economy emerged in the 1920s • Standard 3C: The student understands how new cultural movements reflected and changed American society Relevant Curriculum Standards for Social Studies This lesson relates to the following Curriculum Standards for Social Studies from the National Council for the Social Studies: National Park Service Teaching with Historic Places U.S. Department of the Interior Bryce Canyon National Park: Hoodoos Cast Their Spell Theme III: People, Places, and Environment • Standard D: The student estimates distance, calculates scale, and distinguishes other geographic relationships such as population density and spatial distribution patterns. • Standard E: The student locates and describes varying landforms and geographic features, such as mountains, plateaus, islands, rain forests, deserts, and oceans, and explains their relationships within the ecosystem. • Standard G: The student describes how people create places that reflect cultural values and ideals as they build neighborhoods, parks, shopping centers, and the like. • Standard H: The student examines, interprets, and analyzes physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes. • Standard K: The student proposes, compares, and evaluates alternative uses of land and resources in communities, regions, nations, and the world. Theme V: Individuals, Groups, and Institutions • Standard B: The student analyzes groups and institutional influences on people, events, and elements of culture. Theme VII: Production, Distribution, and Consumption • Standard B: The student describes the role that supply and demand, prices, incentives, and profits play in determining what is produced and distributed in a competitive market system. • Standard C: The student explains the difference between private and public goods and services. • Standard D: The student describes a range of examples of the various institutions that make up economic systems such as households, business firms, banks, government agencies, labor unions, and corporations. Theme VIII: Science, Technology, and Society • Standard B: The student shows through specific examples how science and technology have changed people's perceptions of the social and natural world, such as in their relationships to the land, animal life, family life, and economic needs, wants and security. Theme X: Civic Ideals, and Practices • Standard C: The student locates, accesses, analyzes, organizes, and applies information about selected public issues - recognizing and explaining multiple points of view. • Standard D: The student practices forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic. National Park Service Teaching with Historic Places U.S. Department of the Interior Bryce Canyon National Park: Hoodoos Cast Their Spell Relevant Common Core Standards This lesson relates to the following Common Core English and Language Arts Standards for History and Social Studies for middle and high school students: Key Ideas and Details • CCSS.ELA-Literacy.RH.6-12.1 • CCSS.ELA-Literacy.RH.6-12.2 Craft and Structure • CCSS.ELA-Literacy.RH.6-12.4 Integration of Knowledge and Ideas • CCSS.ELA-Literacy.RH.6-12.7 • CCSS.ELA-Literacy.RH.6-12.8 Range of Reading and Level of Text Complexity • CCSS.ELA-Literacy.RH.6-12.10 National Park Service Teaching with Historic Places U.S. Department of the Interior Bryce Canyon National Park: Hoodoos Cast Their Spell About This Lesson This lesson is based on the National Register of Historic Places registration file for "Bryce Canyon" [https://npgallery.nps.gov/pdfhost/docs/NRHP/Text/64500661.pdf] and other documents at Bryce Canyon National Park. It was published in 2001. It was written by Mala Shakespear, Education/Outreach Specialist at Bryce Canyon Natural History Association. The lesson was edited by Fay Metcalf, education consultant, and the Teaching with Historic Places staff. TwHP is sponsored, in part, by the Cultural Resources Training Initiative and Parks as Classrooms programs of the National Park Service. This lesson is one in a series that brings the important stories of historic places into the classrooms across the country. Objectives 1. To describe the geological formations that both deterred settlement and encouraged tourism in the Bryce Canyon region; 2. To examine how the Bryce Canyon region was used by Mormon settlers, scientists, government agencies, and tourists; 3. To identify the major parties who promoted the scenic qualities of Bryce Canyon and influenced its development as a tourist attraction; 4. To research the history and use of a scenic attraction in their own community. Materials for students The materials listed below can either be used directly on the computer or can be printed out, photocopied, and distributed to students. 1. Two maps of Utah and Arizona, and the Grand Circle Tour; 2. Four readings about Bryce Canyon National Park, its visitors, and an ad from Union Pacific; 3. Six photos of Bryce Canyon and its visitors. Visiting the site Bryce Canyon National Park, administered by the National Park Service, is located 28 miles southeast of Panguitch, Utah. From east or west, follow Utah's scenic Highway 12 until the junction with Highway 63. Drive south until you see the visitor center and the entrance to the park. The visitor center is open year round except January 1, Thanksgiving Day, and December 25. For more information, contact the Superintendent, Bryce Canyon National Park, Bryce Canyon, Utah 84717, or visit the park's website (https://www.nps.gov/brca/index.htm). National Park Service Teaching with Historic Places U.S. Department of the Interior Bryce Canyon National Park: Hoodoos Cast Their Spell Getting Started How might this area have been formed? National Park Service Teaching with Historic Places U.S. Department of the Interior Bryce Canyon National Park: Hoodoos Cast Their Spell Photo Analysis Worksheet Step 1: Examine the photograph for 10 seconds. How would you describe the photograph? Step 2: Divide the photograph into quadrants and study each section individually. What details--such as people, objects, activities--do you notice? Step 3: What other information--such as time period, location, season, reason photo was taken--can you gather from the photo? Step 4: How would you revise your first description of the photo using the information noted in Steps 2 and 3? Step 5: What questions do you have about the photograph? How might you find answers to these questions? National Park Service Teaching with Historic Places U.S.
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