Attachment_D-Interpretive_Theme_Matrix_Final_March_2017_NER.pdf

FINAL DRAFT: March/2017

ATTACHMENT D

Pursuit of Self-Determination and Civil and Human Rights

For more than 300 years, on a fraught and uneven course, people in Delaware worked individually and collectively seeking to make the world a better place through the pursuit of self-determination and human rights for themselves and others.

This theme is about: The quest for self-determination and civil and human rights is a thread that ties together individual and collective efforts in Delaware over time. It includes: settlement; separation from Pennsylvania, the American Revolution and Declaration of Independence, the US Constitution, Underground Railroad; Delaware’s role as a Civil War Border State; civil rights and school desegregation; the industrial era open space planning and housing for workers.

Concepts Topics and Stories

Theme #1

European Settlement and Indians

• Describe motivations for settlement of Delaware. Explain how Fort Christina preserves the original landing site, known as "The Rocks," of the first Swedish expedition to North America and, along with Holy Trinity (Old Swedes’) Church and its burial ground, these sites and resources are most closely associated with the principal settlement of New Sweden.

• Explore the impact of European and Quaker settlement in the Delaware Valley and on the

Lenape Indians. Describe how the relationships between Indians and European settlers changed throughout the 18th century.

• Describe the influence of the colony of Swanendael (Lewes) beginning in 1631, on the future development of Delaware. Illustrate how and why areas were selected for settlement in what is now Delaware and specifically in FRST areas.

• Describe Delaware’s founding as an English colony. Describe the influence of William Penn on settlement in Delaware. Describe the context for creation of the Mason-Dixon Line and establishing the border between Maryland, Pennsylvania and The Three Lower Counties (present day Delaware). Trace the backgrounds for religious liberty and the conflict between the Penn (PA) and Calvert (MD) families—both proprietary colonies.

• Compare and contrast how and why American Indians living in the territorial boundaries of the new United States were not included in the visionary objectives of the Constitution;

how “We the people” was an exclusive ideal that barred native peoples from the protections and privileges of citizenship.

• Explore gender relationships in early Delaware. Focus on stories of marginalized women – single women, native women, and black women – in the midst of establishing a new economic/mercantilist system in the colony. Explore the differences between the matrilineal and patrilineal societies.

• Frame Hannah Freeman’s story in terms of resistance and adaptation. Use it to compare and contrast gender experiences of Indians in colonial Pennsylvania. Describe how it illustrates (or not) the economic transformation of women’s labor in southeastern Pennsylvania and how it shows the exclusion of marginalized female populations (single women, Native women, and free and enslaved women). Describe how colonial institutions

• William Penn

• Cecil Calvert, 2nd Baron, then Lord Baltimore

• Separation from PA

• Enslaved people

• John Dickinson

• Declaration of Independence

• US Constitution

• The Green (Dover)

• Golden Fleece Tavern

• Harriet Tubman

• William Still

• Thomas Garrett

• John Hunn

• Fugitive Slave Act

• Harriet Tubman

• Dover Eight

• Underground Railroad

• Freedom seekers

• Underground Railroad Network to Freedom

• Civil Rights

• School segregation

• Brown vs. Board of Education decision

• Letters from a Farmer in Pennsylvania

• John Dickinson

• Poplar Hall sacked by Loyalists

• Twelve Mile Circle

• Architecture

• Archaeology

• Collections

• Religious liberty

• Caesar Rodney

• Thomas McKean

• George Read

• Architecture

• Archaeology

• Washington-

First State NHP Interpretive Theme Matrix and ideologies eroded indigenous economic and social assets. Place Freeman’s story within the context of the larger economic landscape, and how traditional matrilineal networks were invisible to the dominant settler society.

• Explore the impact that western European economic systems had on women’s roles in

Indian societies. Explore if/how the introduction of capitalism altered economic roles. For example, did Indian women adapt gender-defined economic activities in response to the changes as a result of colonialism, or in order to take advantage of market economies?

• Explore how the Swedes were able to establish a community near present day Wilmington.

Declaration of Independence

• Trace how Delaware's colonial assembly met in the Court House on June 15, 1776, and voted to separate from England and the government of Pennsylvania. Describe Delaware’s role in the Second Continental Congress, in the Declaration, and in the American Revolution. Explain and evaluate the role that Delaware played in establishing the nation.

John Dickinson

• Explore the career of John Dickinson, "the Penman of the Revolution," a delegate to the Continental Congress, the primary author of the Articles of Confederation, and his role as a drafters and signer of the US Constitution. Discuss the impact at home and abroad of Dickinson’s “Letters from a Farmer in Pennsylvania.” Describe Dickinson’s collaboration with Thomas Jefferson to write the “Declaration of Causes and Necessity of Taking Up Arms” on the American Revolution.

• Compare and contrast Dickinson’s thoughts on liberty and his ownership of human beings.

Trace how John Dickinson’s philosophy about slavery changed over his lifetime. Describe the circumstances and motivations behind Dickinson’s eventual manumission of his slaves.

Discuss lives of the enslaved—men and women—at Poplar Hall.

• Describe that Poplar Hall, boyhood home and country estate of John Dickinson was built by slave labor. Explore the lives of the Africans and enslaved who were owned by Dickinson and lived on his plantation. Explore the lives of the manumitted and indentured. Tell the stories of the three enslaved people belonging to Dickinson who attempted escape.

• Explore the life of Mary Norris Dickinson. Explore how she was a woman of property (until marriage), her Quaker roots in Germantown, Pennsylvania, her education, and relationships. Describe gender relationships among Quakers. Describe the Norris family’s prominent role in early Pennsylvania and their relationships with Penn, the PA proprietor.

Discuss the lives and educations of Norris’ daughters, Sarah “Sally” Norris Dickinson and Maria Mary Dickinson.

First State

• Explain why Delaware is called the “First State.” Describe how, on December 1787, the Delaware Constitutional Convention ratified the US Constitution in the Golden Fleece Tavern at the edge of The Dover Green, earning Delaware the nickname “First State.”

• Explain the circumstances and timeline of Delaware’s ratification of the US Constitution on

December 7, 1787. Describe Delaware’s role in the US Constitution. Describe the circumstances and sense of urgency to ratify the Constitution that spurred Delaware to ratify. Put this into context as Delaware’s ratification came just four days ahead of neighboring Pennsylvania and 11 days ahead of New Jersey’s ratification.

Dover Green

• Describe the Dover Green’s role in civic life as a public gathering space. Trace its use over time as a space for public discourse and protest over which citizens are entitled to the rights enshrined in the US Constitution.

Rochambeau Revolutionary Route Trail

• Historic preservation

• Bancroft’s mills and industry

• “Lower Three Counties”

• Delaware Assembly

• First and Second Continental Congresses

• New Castle Historic District

• National Historic Landmarks

• New Castle Green

• Dover Green

• Religious Liberty

• John Morton

• Bancroft

• Woodlawn Trustees

• Women’s Suffrage

• Mabel Ridgley

• Louise Crowninshield

• New Amstel

• First and Second Continental Congresses

• Dover Green

• New Castle Green

• Golden Fleece Tavern

• Burning “Baubles of Royalty”, New Castle, July 14, 1776

• Liberty Song (Dickinson)

• Mary Norris

• Hannah Freeman

• Describe use of the Green by both suffragists and anti-suffragists. Compare, contrast, and explore the irony that the state that famously boasts of being first to sign the Constitution, was the last state to decline to ratify the 19th before Tennessee tipped the three-fourths balance that ratified the Amendment and gave women the right to vote in the United States.

Underground Railroad, Slavery, Emancipation, Abolition, and Manumission

• Describe the ways in which abolitionists and Quakers Thomas Garrett and John Hunn, defied state and federal statutes by giving aid to escaping slaves. , thus strengthening resistance to pro-slavery

• Describe their federal trial at the New Castle Court House in 1848 for Underground

Railroad work and were found guilty. Illustrate the consequences—how both men lost their properties, businesses, and personal properties. Describe their continued work:

Garrett, formerly a prosperous businessman, remained unrepentant and continued anti-slavery activism with donations from others. Describe how after the Civil War, Hunn and his son moved to Port Royal, SC to work in the US Government Freedman's Bureau, whose mission was relief work among the freed African Americans in the South.

• Put into context and evaluate Delaware’s role as a Border State during the Civil War.

Describe the role that Delaware’s geography and topography played in the state’s key role in the Underground Railroad.

• Describe the context of slavery in Delaware, manumission and abolition efforts. Compare and contrast this with other colonies and states. Trace the growth of slavery in Delaware from: “Anthony” from the West Indies in 1639; through Dutch settlement and their economic strategies; a decline in the first years of English rule (1664); and its growth in in the 18th and 19th centuries to support tobacco and corn agriculture. Describe how the 1790 census shows that 15% of Delaware’s population was African and 70% of them were enslaved.

• Describe steps toward abolition in the late 18th and early 19th centuries. Compare and contrast anti-slavery New Castle County in the north with pro-slavery Sussex County in the south.

• Explore Harriet Tubman’s story, escape, and work as a conductor on the Underground

Railroad. Describe how Tubman crossed Delaware over and over as she went on rescue trips to the region of Cambridge, Maryland to rescue family and friends. Tell the story of the Dover Eight—several who were Tubman relatives and the others who were from her community in Cambridge Maryland—who were betrayed in Dover as they fled to freedom (and none were captured).

• Describe how 75 years after the law passed; US Chief Justice Roger Taney presided over the well-publicized prosecution of prominent Quaker abolitionists and Underground Railroad conductors Thomas Garrett and John Hunn under the Fugitive Slave Law of 1793 in the New Castle Courthouse.

• Explore and connect Underground Railroad and abolitionist activity at sites throughout

Delaware including New Castle Court House Museum, The Green (The Old State House), and John Dickinson Plantation, Fort Christina landing, and other sites. Describe why, as a border state with access to waterways, Delaware was an important place in Underground Railroad activity.

• Describe the role of the NPS Underground Railroad Network to Freedom in commemorating and interpreting Underground Railroad activity.

• Explore the background, relationships, and motivations of Samuel Burris, a free man from Philadelphia, who was captured in Dover in 1847 for helping Marie Mathews escape from slavery in Delaware, was convicted, and given the mandatory sentence of seven years of enslavement. Describe how Burris was rescued on the auction block by abolitionists posing as buyers. Explore the reasons that Burris was finally pardoned by Delaware’s governor in 2015, 168 years after he was convicted.

William Poole Bancroft, Conservation, and the Woodlawn Tract

• Put in context the story of William Poole Bancroft setting aside open space for the common good with other FRST examples of people who worked for common good.

Describe the conservation movement and leaders of the era and how Woodlawn, a 1,100-acre tract in the Beaver Valley area north of Wilmington, represents Quaker industrialist William Poole Bancroft’s vision for open park lands and the preservation of green space as part of his larger philanthropic community planning experiment in the City of Wilmington.

Describe how it drew upon national and international currents of early 20th century social and industrial reform.

• Debate, compare, and contrast Bancroft’s vision and actions to preserve open land for the common good with how this may have benefitted industry.

• Explore the nuanced and contentious issues of racial equality and Bancroft’s views and actions related to race. Discuss the Woodlawn Trust’s role in red-lining and housing segregation during the mid-20th century and the very public brawl when local Quakers challenged them.

Race and Class

• Explore issues of class and race.

• Describe how massive accumulations of wealth by Delaware industrialists, including William Bancroft, affected industrialization—including the shift from water to steam-powered industry.

Civil Rights and School Segregation and Desegregation

• Explore issues of both de facto and de jure segregation in Delaware. Explore the context of Jim Crow laws and describe how they affected segregation in Delaware. Trace the context and Delaware’s role in Belton v. Gebhart, one of the four NAACP cases combined into Brown v. Board of Education, the Supreme Court’s decision that ended segregation in US public schools (1954). Explain that Belton was the only case in which the state court found for the plaintiffs, thereby ruling that segregation was unconstitutional.

• Trace the legacy of slavery in Delaware through segregation, Civil Rights in the 60’s, and riots in Wilmington. Describe how segregation and civil rights played out in Delaware through the school system.

• Illustrate how settlement patterns of whites and African Americans are reflected in modern demographics and settlement patterns across Delaware.

Empire and Commerce

During the colonial period, Scandinavian and European powers fought for strategic control of Delaware and the Delaware Bay resulting in a diversified population, as well as expanded commerce and industry and a legacy for the prevailing group.

This theme is about: struggle between European powers for control of the Delaware Valley over a period of 60 years; the impact that the struggle had on populating and diversifying the area; expanding commerce and industry; Native Americans; early settlement, English settlement and separation from Pennsylvania.

Theme #2

Global Power

• Set the context and describe why the Delaware Valley became the setting for a contest for empire among three major European powers: Sweden, the Netherlands, and Great Britain.

Describe what was at stake in the contest for control of North America and the Delaware Valley in particular.

• Describe the balance of world powers as they existed at the time Delaware was first settled by the Dutch in the early 17th century. Explain the prominence of the Netherlands and Sweden. Describe the goal of colonization for the Netherlands and Sweden (driven by economic and military interests). Contrast these nations with Great Britain’s power and global aspirations.

• Describe the significance to the nation of Lewes (Zwaanendael) as the first European settlement in Delaware; how the English and the Dutch fought for control of its strategic location for 50 years; the town’s involvement in the War of 1812. Explore the story of Ryves Holt as he worked on the national stage (naval officer, justice, and a commissioner to settle colonial boundary disputes).

Strategic Location

• Explore and list reasons why the Delaware Valley was attractive and useful to Europeans as a place for commercial and economic pursuits and how it helped to build empires.

• Map Native American, and ultimately European, trade routes on Delaware Valley waterways, and their importance in moving people and goods throughout the region.

American Indians

• Map the American Indian settlements that had existed for thousands of years before

European settlement. Describe Indian lifeways and culture. Compare and contrast lifeways of various tribes and groups. For example, Eastern Algonquian tribes known as the Unami Lenape or Lenni Lenape/Delaware (in the north), Nanticoke (in the south), Mahican in New England, and Nanticoke, Conoy , and Choptank in MD. Describe governance and alliances between tribes and groups.

• Describe the culture of the Lenape. Explore aspects of culture such as dialect that connect the Delaware with other Indians. (Their dialects grouped together as Algonkian includes the Delaware, Powhatan tribes in Virginia; the Nanticoke, Conoy and Choptank in Maryland; the Shawnee, the Mahican, and other New England tribes.)

• Compare and contrast the relationships between early European settlers and Americans

Indians in Delaware to those in other colonies. Explore the ways in which American Indian nations and alliances played European nations against each other in areas of settlement, commercialization, and industrialization.

• Dutch

• Peter Minuit

• Swedes

• Finns

• William Penn

• New Castle

• Delaware River

• Brandywine River

• Colonization

• Queen Cristina

• Religious freedom

• Economic freedom

• Commerce/Industry

• Transportation

• Archaeology

• Africans/African Americans

• American Indians

• Nanticoke

• Lenni Lenape

• Indentured servants

• The enslaved

• Kalmar Nyckel

• Fort Christina

• Fort Casimir

• Ryves-Holt

• Ryves-Holt House

• DuPont

• Early settlement

• Swaanandael

• Archaeology

• Peter Minuit

• Peter Stuyvesant

• Mason and Dixon

• New Sweden

• New Amsterdam

• King Charles II

• Mason Dixon

• Early Industry - Ship Building industry

• Commemorative Layer at Fort Christina

• Indian Culture

• Indian language

• Powhatan tribes in VA

• MD and New England tribes connections to the Lenape

• Compare and contrast the Lenape’s concepts of land “ownership” with Europeans’. Connect those concepts to their respective spiritual and religious beliefs. Explore how the political landscape shifted and how relationships changed as Penn’s “Holy Experiment” was abandoned after the proprietor’s death.

Exploration and Settlement

• Describe reasons for the early exploration of FRST region by Captain John Smith and other explorers such as Henry Hudson in 1609, Captain Samuel Argall in 1610, Peter Lindstrom in 1654, Captain Cornelius Jacobsen May in 1620 and Peter Minuit.

• Compare and contrast settlement by different groups, explore relationships between indigenous people and various groups of settlers, the relationships between settlers of different nations. Explain the circumstances, why, and how early colonists were under military rule when control of Delaware vacillated between the Swedes and the Dutch.

Compare and contrast this military rule with purposes and operation of other colonies.

Describe how the population in Delaware was diversified as a result of settlers remaining in place after their respective nations were defeated.

Delaware – Identity and Self-Government

• Describe the circumstances, politics, advantages and significance of Delaware separating from Pennsylvania in 1776. Trace how Delawareans were eager to make the “Three Lower Counties” their own, with a separate identity. Describe the origin and impact of the Twelve Mile Circle that established the boundary between New Castle County, Delaware and Chester County, Pennsylvania. Discuss how Delaware developed its own culture and sense of identity before the founding of Pennsylvania, leading to a separate Delaware assembly in 1704. Explain his experiences and how and why religious toleration was important to William Penn.

• Explain that New Castle was the seat of Delaware government and the Colonial and State capital of Delaware (1704 -1777). Describe how the New Castle Court House, located on the 1655 Green, established by Dutch colonists, is one of the oldest courthouses in the country.

Describe how it has been the site of several milestones in the establishment of the United States and the forging of our nation’s most fundamental ideals. Describe how the Dover Green was first plotted as a public space in 1717 in accordance with William Penn's orders and how it occupied a central place in the political, religious and economic affairs of colonial Dover and in our nation’s political foundations. Describe why and how The New Castle Green and The Dover Green played important roles as public gathering spaces during the 18th century--especially as they relate to political activity of the Declaration of Independence (heard there on July 29, 1776) and US Constitution. Explain how these spaces were also used as places of protest and discourse in pursuit of gender, civil, and human rights.

Industry

• Explore the tensions between progress (industry) and preservation. Explore and illustrate the impacts of industrialization on the natural environment.

• Describe the DuPont family’s role in early industrialization, their involvement with Delaware over time, and their role and influence in historic and natural preservation.

• Trace Delaware’s modern economic foundation in banks, pharmaceuticals, and other industries to its early industrialization and industrialists (such as the DuPont family).

Natural Resources

Initially valued for natural resources that formed natural defenses, provided transportation corridors, and fueled prosperous industry, Delaware’s natural resources tell stories of shifts in views and values for land use from extraction for manufacturing, to conservation, stewardship, and recreational uses that have the power to rejuvenate and inspire.

This theme is about: Human settlement and commerce are influenced by topography, geography, and natural resources and waterways. Natural resources in Delaware were valued and used for raw materials; its waterways were used as transportation routes and to power early industry. Today people value the natural resources as sources of recreation, respite, and rejuvenation and livelihood.

Theme #3

Geography, Topography, Waterways, and Transportation

• Describe how elements of geography, topography, climate, and natural resources influenced patterns of growth and development and the settlement, culture, and people in the region. Show how waterways connect sites in the park both physically and how they connect through their stories.

• Illustrate how the waterways in Delaware, the Delaware River and Bay, the Brandywine and others served as major transportation corridors for early Europeans and describe the critical roles they played (individually and collectively) in early exploration, commerce and industry. Illustrate the ways in which the river as a transportation corridor influenced economic evolutions of the Delaware and Brandywine Valleys. Show how the (river) transportation routes influenced (and benefitted) early settlement. Compare the river as the superhighway (“the I-95”) of its day.

• Map waterways to illustrate how they connected people through transportation routes, and provided power for early industry in the Delaware and Brandywine Valleys.

Industry and Agriculture

• Illustrate how water was used to generate power to run early Delaware industry. Describe the impact of those industries (such as gunpowder) on the development of the state, region, and nation.

• Explore factors that influenced the shift from water to steam power. Trace, compare, and contrast the effects on the environment because of this shift.

• Describe cycles of industry as they affected and influenced FRST sites. (For example, DuPont and gunpowder mills to global chemical companies; Delaware’s other industries such as pharmaceuticals, banking and credit cards.)

• Weigh the costs and benefits of industrialization in Delaware. Describe how wealth and industrialists influenced industrialization and treatment of natural resources in Delaware.

• Describe the ways that class and race were affected by industry and agriculture in Delaware over time.

Open Space and the Conservation Movement

• Map land use patterns over time. Show the changes in both urbanization and open space.

Illustrate how with industrialization and need for people to move into cities, open space turned into living space.

• Geography

• Topography

• Rivers and waterways

• Clean water

• Delaware Bay

• Delaware River

• Brandywine River (Creek)

• Climate change

• William Penn

• William Bancroft

• Beaver Valley

• Woodlawn Trust

• Urbanization

• Industrialization

• The national park movement

• Conservation movement

• Woodlawn Trust

• Water power

• Natural resources used for industry

• Flora and fauna of Delaware and FRST

• National Historic Landmarks

• NPS

• Delaware watershed

• Canals

• Agriculture

• American Indians

• Geology

• Natural history

• Watersheds

• Small and large mills

• John Smith and exploration

• Fredrick Law Olmsted

• Art

• Wyeths and nature

• Champion trees

• Mercerized cotton – Edward Bancroft’s discovered new method of dying.

• Leave No Trace

• Champion Trees

• Trace open space movements to William Penn and his concept of Philadelphia as a “Greene Countrie Towne” and the principles upon which he grew, settled, and governed his land grant proprietary colony. Describe early Quaker settlement patterns in Delaware.

• Place William Bancroft into the context of his times—with industrialization, urbanization, and vanishing open space. Describe Bancroft’s fears, his vision, and his role in providing open space for workers. Debate different perspectives on Bancroft and Woodlawn.

Evaluate the individual and social merits of affordable housing and open space during this era and debate if these conservation efforts were always altruistic. Describe Bancroft’s relationship to Frederick Law Olmsted.

• Describe the role of industrialists like Bancroft in the shift from water to steam power.

Trace how steam-powered mills shifted land use and landscapes and led to industrial complexes and large cities, which led to enormous disparities in wealth, and created the need for affordable housing and open space. Evaluate Bancroft' legacy within this context.

• Describe the Woodlawn Trust. Explain its purpose to: 1) preserve open space, 2) build affordable housing, and 3) sustain the first two –and who was targeted to benefit. Illustrate the impact of the vision for the Woodlawn Trust. Describe how the Trust was nurtured and maintained over time. Evaluate the legacy of Bancroft and his land conservation efforts.

• Place the Woodlawn Trust and Beaver Valley (Woodlawn tract), the national park and state park movements, and other open space initiatives into the context of conservation movements of the 19th and 20th centuries. (Also connected to other movements such as:

scouting, Chautauqua, art inspired by nature, formal and informal garden design, etc.)

Debate the influence of industrialization on these back-to-nature movements.

Art and Recreation

• Describe how the Wyeth family of artists and the Brandywine School of art use natural resources of the region in art.

• Describe the various recreation opportunities available at FRST and at adjoining partner properties. Describe the other benefits and services provided by watersheds including water filtration and flood prevention. (For example, Brandywine Creek provides 100% of Wilmington’s drinking water.)

Geology and Natural History

• Describe how Delaware is located within two physiographic provinces, the Appalachian Piedmont Plateau and the Atlantic Coastal Plain. Illustrate the contact zone between the two is known as the “fall line” that follows a southwest diagonal line between Wilmington and Newark. (The Woodlawn property is situated just above Wilmington within the Piedmont Plateau, but exhibits features unique to a transitional zone.) Illustrate the ways in which the biodiversity in this transitional area is unique and how species overlap from their respective zones.

• Describe the legacy and significance of Old Growth Forests in the Woodlawn Tract. For example, how the forested growth occurred in scattered, irregularly shaped patches, largely along steeply sloped stream valleys; how most of the forested areas are comprised of very mature growth; and how most of these patches were of high ecological integrity with high native biodiversity and relatively low disturbance by invasive species.

Commemoration and Memorialization

• Describe DE sites included the National Historic Landmark Program. Describe how FRST came into the National Park System.

• Show examples within the park of how geography influences people and people influence geography. Explore the history of shared use of both natural and cultural areas.

• Unique habitats at Woodlawn

• Invasive species

• Biodiversity

• Old growth forests

• Appalachian Piedmont Plateau

• Atlantic Coastal Plain

• Agriculture

• Profile Mabel Ridgely, a key figure in Colonial Revival in Delaware. Describe how she shaped the 20th century commemorative landscape in the capital and beyond.

• Trace early preservation efforts of the various sites. Explore women’s’ roles in early preservation movements. Explore the role of wealthy patron in the preservation movement.

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 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.