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Welcome to the Des Moines Schools and Capulin Volcano Wiki! In this wiki you will be reading exploration narratives and doing service-learning projects for your English/Language Arts Class.

Sunset over the volcanic field. //Photo by: NPS L. Cartmell// Unit Assignments and Contents: 6. Develop a service learning project related to one of the previous areas such as: 7. Have students communicate/Skype with other students/stewards around the U.S. to see what they are doing.
 * 1) Read and learn about exploration narratives in the Language Arts textbook.
 * 2) Read and compare supplemental John Muir/other text selections about the history of the volcano with exploration narratives in the textbook.
 * 3) Visit the volcano.
 * 4) Assume the role of an original settler or visitor to Capulin volcano and document experience from that point of view through journaling/scrapbooking (Smashbooks?)
 * 5) Develop your own ideas through journaling, as a new settler, for ways to:
 * a. Help preserve, protect, and promote awareness of the volcano
 * b. Help promote tourism and awareness of the volcano
 * a. Find areas that need protecting or re-vegetating and make a plan to help protect or re-vegetate
 * i. Organize a day to help do this by creating a pamphlet, flier, or announcement to the community
 * ii. Do a program for a tour group on the importance of conservation with regards to over-hunting, over-grazing, over-farming etc.
 * b.Think of events or new things that could be added to the park to attract more tourists and assess how it might affect the park both positively and negatively
 * i. Music at the Capulin “natural amphitheater” (student performances, local musician performances, Native American performances to take advantage of the great acoustics/view and tourists/locals bring a chair and sit and watch)
 * ii. Georgia O’Keefe Day at the park (students/tourists painting like the famous artist—could we have the museum bring some paintings or videos and do a presentation while we provide materials to sketch/paint—would need skulls and flower and wood pieces, and either sketchpads and pencils or paint and acrylic paint paper)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">iii. Research what it would take to add Flora and Fauna markers down the crater (“Have you seen me?” markers with pictures of the animals and plants, that can be flipped open for more info) or make scan-able squares to add to existing markers that link to videos with sound for people with low vision
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">iv. Think about and plan what it would take to approve the building/development of a butterfly pavilion (tourists could come watch larvae, chrysalises, caterpillars, and butterflies grown in their different stages)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">v. Historical reenactments (students do a skit, assuming the roles of the original persons of interest involved with the history of the volcano for the tourists and or younger students)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">vi. Build-your-own-volcano day (tourists/students could build their own volcano models and do the Mentos and coke project)