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National Park Service
U.S. Department of the Interior
Craters of the Moon National Monument and Preserve
Idaho
Craters of the Moon National Monument and Preserve
Long-Range Interpretive Plan
Craters of the Moon National Monument and Preserve
Long-Range Interpretive Plan
Prepared by the Department of Interpretive Planning
Harpers Ferry Center
Craters of the Moon National Monument and Preserve,
National Park Service
and
Craters of the Moon National Monument and Preserve,
Bureau of Land Management
March 2007
National Park Service
U.S. Department of the Interior
CONTENTS
Introduction and Planning Background 1
Introduction 1
Planning Background 2
Planning Foundation
Purpose 4
Significance 4
Interpretive Themes 5
Visitor Experience Goals 7
Interpretive Mission 8
Strategic Goals for Interpretation 9
Visitation and Visitor Use 9
Existing Conditions, Issues & Influences 11
Recommendations 16
Craters of the Moon Visitor Center 18
Personal Services 19
Wayside Exhibits 20
Eduaction and Outreach 24
Preserve and BLM Monument 23
Southern Visitor Center 25
Partnership Opportunities 26
Special Populations 26
Staffing 27
Training 29
Research Needs 29
Summaries 29
Summary of Products and Actions 30
Implementation Plan 31
Planning Team and Consultants 32
Appendix 34
Programatic Accessibility Guidelines for Interpretive Media 33
BLM Memorandum of Participation 43
View from Inferno Cone
Summit
INTRODUCTION AND PLANNING BACKGROUND
Introduction sagebrush-grasslands. The areas
Craters of the Moon National over which the NPS has primary
Monument, the first national jurisdiction are known as the NPS
monument in Idaho, was established National Monument and Preserve
on May 2, 1924 (Presidential and are part of the National Park
Proclamation 1694) for the purpose System. The area over which the
of protecting some of the unusual BLM has primary jurisdiction
landscape of the Craters of the is known as the BLM National
Moon Lava Field. This “lunar” Monument and it is part of the BLM
landscape was thought to resemble National Landscape Conservation
that of the moon and was described System. The 3 areas are referred to
in the Proclamation as “a weird and collectively as “the Monument” (see
scenic landscape peculiar to itself.” map). The primary management
emphasis is on preserving the
Since 1924, the Monument geological and ecological resources
boundary has been adjusted and associated with the Great Rift while
expanded numerous times, the continuing traditional uses such as
latest occurring on November 9, grazing and hunting in designated
2000. On this date Presidential areas.
Proclamation 7373 expanded Craters
of the Moon National Monument Craters of the Moon National
from roughly 53,400 acres to Monument and Preserve is located
approximately 752,500 acres, in South Central Idaho in Blaine,
including 737,700 acres of federal Butte, Lincoln, Minidoka, and
land. This proclamation ensures the Power Counties (see regional
protection of the Great Rift Volcanic map). The site is within a two-
Rift Zone and its associated features. hour drive of the relatively large
It also placed the lands under the population centers of Twin Falls,
administration of both the National Idaho Falls and Pocatello located
Park Service (NPS) and the Bureau along the Interstate 84 (I-84) and I-15
of Land Management (BLM), corridors. Smaller communities are
with each agency having primary located within a one-hour drive of
management authority over separate the visitor center in the Lost River
portions. In addition, on August and Wood River Valleys.
21, 2002, Public Law (PL) 107-213,
116 Statute [Stat.] 1052 designated The Monument contains the
the NPS portion of the expanded youngest and most geologically
Monument as a National Preserve. diverse section of basaltic lava
terrain found on the Eastern
The cooperative NPS/BLM Snake River Plain, an extensive
management of Craters of the Moon area of volcanic formations that
National Monument and Preserve reaches across southern Idaho to
makes the site one of the first in the Yellowstone National Park. The
nation where the mandates and legal Monument includes three distinct
authorities of two separate federal lava fields: Craters of the Moon,
agencies were brought together Kings Bowl, and Wapi. The Craters
to better serve the public and of the Moon Field is significant in
manage the resources. The NPS has that it is the largest basaltic lava field
primary responsibility for managing of predominantly Holocene age
the land covered by younger lava (less than 10,000 years old) in the
flows, and the BLM manages the conterminous United States.
The Monument protects most of 1
Introduction and Background
the Great Rift Volcanic Rift Zone. The area contains a wealth of
It compares in significance to other cultural resources dating back
volcanic rift zones such as those in to the last volcanic eruptions,
Hawaii and Iceland. The Great Rift which were likely witnessed by the
varies in width between one and Shoshone people. Local tribes and
five miles, extends for more than 50 communities, as well as visitors and
miles and is over 600 feet deep in other stakeholders, have an interest
some areas. in the cultural resources of the
Monument.
Almost every feature and structure
associated with basaltic volcanism Most developed visitor and
is represented in the Great Rift educational opportunities are
Zone, including various kinds of located near US 20/26/93 between
lava flows, volcanic cones, and lava the “gateway” communities of Carey
tubes. Some lava flows within the and Arco in the north. In addition to
Great Rift Zone diverged around guided walks and programs offered
areas of higher ground and rejoined by the NPS, the Monument has
downstream to form isolated islands several self-guiding interpretive trails
of older terrain called “kipukas.” with wayside exhibits and a 7-mile
In many instances, the expanse loop drive. Facilities include a visitor
of rugged lava surrounding the center complex, which consists of a
kipukas has protected them from campground, amphitheater, exhibit
people, domestic animals, and even area, bookstore, and multi-purpose
exotic plants. As a result, these room.
kipukas represent some of the least
disturbed vegetation communities
on the Snake River Plain. Planning Background
The Craters of the Moon National
Young (dominantly Holocene) lava Monument and Preserve does
flows and other features cover about not have a current Long-Range
450,000 acres of the Monument. Interpretive Plan (LRIP). An
The remaining 300,000 acres are Interpretive Prospectus was
also of volcanic origin, but older completed in 1979, which focused
in age and covered with a thicker primarily on making improvements
mantle of soil. This older terrain to the visitor center. The Craters
supports a sagebrush steppe of the Moon National Monument
ecosystem consisting of diverse and Preserve Management Plan
communities of grasses, sagebrush, and Final Environmental Impact
and shrubs, providing habitat for Statement (Monument Management
a variety of wildlife. This area also Plan) was completed in 2005 with
includes lava tube caves, older a Record of Decision signed in
volcanic formations, and volcanic September 2006. The Monument
edifices locally referred to as buttes. Management Plan was prepared in
response to the November 9, 2000
Approximately 70 percent of the Presidential Proclamation 7373,
Monument is already designated which expanded Craters of the
as Wilderness or has been Moon National Monument from
recommended to Congress for approximately 53,400 acres to more
Wilderness designation. The Craters than 752,500 acres, including 737,700
of the Moon Wilderness, along with acres of federal land.
the Petrified Forest Wilderness, were
designated in 1970. They were the For the purposes of this long-range
first Wilderness areas established in interpretive plan, the Monument
the National Park System. Management Plan made a number
2 of general recommendations
Introduction and Background
regarding the extent and location of will make joint recommendations
public uses within the Monument, for interpretive media and programs
visitor safety, and the types of to be carried out cooperatively by
appropriate visitor experiences, both agencies.
including opportunities for
solitude and methods of providing This long-range interpretive
information, orientation, education, plan (LRIP) will be a component
and interpretation. of the park’s Comprehensive
Interpretive Plan (CIP) as directed
In addition to the above, some by National Park Service Director’s
already existing media is outdated, Orders-6. This plan will provide
lacks a uniform design, and does long-term direction and focus for
not adequately relate elements of the interpretive program for the
the newly developed interpretive Monument. Together with the park-
themes. Interpretive media for the produced annual interpretive plan
new multi-purpose room at the and the interpretive database, it will
visitor center needs to be developed, form a comprehensive interpretive
which is to include a new park plan. The LRIP will describe the
film. Monument staff also desire park’s primary interpretive themes
to improve and expand education and visitor experiences, and
and outreach opportunities, and to recommend ways to facilitate those
create a stronger identity for visitors experiences through facility design,
and the public at large. interpretive/informational media,
personal services programs, and
Since the Secretary of the Interior partnership endeavors.
directed the NPS and BLM to
“provide seamless service to the
public”, this LRIP, where possible,
Wilderness area 8 Point of interest
Trail Campground 20
26
Wheelchair-
accessible trail
93
Sunset Cone
6410ft
1954m
PIONEER MOUNTAINS
HI
G Visitor Center W
FL HW
1 FLO
OW AY
TER
CRA OW
North Crater
Flow Trail
FL
H
TE
Grassy Cone
6315ft RT
2 NO A
RR
1925m
Devils Orchard SE
Nature Trail
North Crater
North Crater
6244ft
1903m Paisley Cone 3 CRATERS OF THE MOON
Trail 6107ft
1861m
NATIONAL MONUMENT
y
a
BIG -w 7
o ne
o n e- w a y
CRATERS Beauty Cave
Silent Cone
6357ft
1938m
4 Dewdrop Boy Scout AND PRESERVE
5 Inferno Cone Cave Cave
6181ft
Snow Cone 1884m
one-w a y
Indian Tunnel
GR
To Carey Spatter Cones EA BL
T LAVA UE
CASCADES
BIG SINK
Big Sink Overlook
BROK DR
EN
FLOW
A
Broken Top TO G
6058ft P O
1846m N
6 FL
Buffalo O
W
GON
Caves
RI
l
ai
Half Cone
FL
Tr
FT
6055ft
O
DRA
1846m
s
W
Mold
T ree
E
Big Cinder Butte
BLU
6515ft TR
EN
W
1986m
CH
il d
TREE er M
ne OR
MOLDS ss TA
AREA R
Lava Trees FL
AT
Crescent Butte
5989ft
1825m
Tra
Coyote Butte
5909ft
il
1801m
North
Echo Crater 0 0.5 1 Kilometer
0 0.5 1 Mile
3
PLANNING FOUNDATION
Purpose resources. Knowing a site’s
Planning begins by under- Purpose statements describe the significance helps set resource
standing why a park was reasons for which a park area was protection priorities, identify
established established. These statements primary interpretive themes,
are based on an area’s enabling and develops desirable visitor
legislation and legislative history. experiences.
The purposes of Craters of the The resources of Craters of the
Moon National Monument and Moon National Monument and
Preserve are to: Preserve are significant for the
following reasons:
• Safeguard the volcanic
features and geologic • Craters of the Moon
processes of the Great Rift. contains a remarkable
• Provide scientific, and unusual diversity
educational, and interpretive of exquisitely preserved
opportunities for the public volcanic features, including
to foster an understanding nearly all of the features of
and appreciation of the purely basaltic volcanism—
volcanic geology and craters, cones, lava flows,
associated natural and caves, and fissures.
cultural phenomena. (Volcanology)
• Maintain the wilderness • Craters of the Moon
character of the Craters of contains most of the Great
the Moon Wilderness and Rift, the deepest known
Wilderness Study Areas. land-based open volcanic
• Perpetuate scenic vistas and rift, and the longest volcanic
open western landscapes for rift in the continental United
future generations. States. (Great Rift)
• Protect kipukas (older • Craters of the Moon
vegetated terrain surrounded contains many diverse
by lava flows) and other habitats for plants and
remnant vegetation areas and animals as a result of a
preserve important habitat long history of volcanic
for sage grouse. deposition. (Ecosystem)
• Continue the historic and • Craters of the Moon
traditional relationships that contains abundant sagebrush
have existed on this land for steppe communities that
generations. provide some of the best
remaining sage-grouse
habitat and healthiest
Significance rangelands on the Snake
Significance statements Significance is summarized in River Plain. (Sagebrush
describe the importance statements that capture the essence Steppe)
or distinctiveness of the of a site’s importance to our natural • Many of the more than
resources of an area. and cultural heritage. Significance 400 kipukas contain
statements are not the same as an representative vegetative
inventory of significant resources. communities that are largely
While a resource inventory can be undisturbed by human
the basis, significance statements activity. These communities
describe the importance or serve as key benchmarks
4 distinctiveness of the aggregate
Planning Foundation
for scientific study of long- Volcanology
term ecological changes to Primary Theme:
the plants and animals of Craters of the Moon provides
sagebrush steppe habitats opportunities for people to
throughout the Snake River experience a remarkably well
Plain. (Kipukas) preserved volcanic landscape.
• Craters of the Moon
contains the largest Subthemes:
remaining land area within • Short of traveling to Hawaii,
the Snake River Plain still Craters of the Moon
retaining its wilderness provides one of the finest,
character. The Craters of most accessible and awe
the Moon Wilderness Area inspiring venues in the
and Wilderness Study Areas United States for people
encompass over one-half to experience and study
million acres of undeveloped volcanism in many different
federal lands. (Wilderness) forms.
• Craters of the Moon is a • Research continues to
valued western landscape of unravel the many mysteries
more than 750,000 acres that of this landscape, and
is characterized by a variety new knowledge acquired
of scenery, broad open here helps scientists to
vistas, pristine air quality, better understand volcanic
and a rich human history. events that have occurred
(History and Western elsewhere.
Landscape)
Great Rift
Interpretive Themes Primary Theme:
Primary interpretive themes are The Great Rift and its associated Primary themes should
those ideas/concepts that are critical features are only the most recent be few enough in number
for achieving visitor understanding reminders of an awesome series of to provide focus for the
and appreciation of the significance geologic events that began to shape interpretive program,
of Craters of the Moon National the eastern Snake River Plain 16 but numerous enough to
Monument and Preserve. Primary million years ago. represent the full range of
themes do not include everything park significance. There
that may be interpreted, but they Subthemes: are many ways to prepare
do provide the foundation from • The seemingly tranquil interpretive themes, and
which programs and media can be Snake River Plain conceals there is little evidence that
developed. All interpretive efforts, a violent geologic past in favors one technique over
through both personal and non- which mountain ranges were another.
personal services, should relate to swallowed by unimaginably
one or more of the primary themes. huge caldera forming
Effective interpretation results when eruptions as the North
visitors are able to connect concepts American plate moved over
(intangibles) with resources the Yellowstone hotspot. The
(tangibles) and derive something most recent event created
meaningful from the experience. the Yellowstone caldera
640,000 years ago.
The following theme statements • Beginning 15,000 years ago,
provide the basis for interpretation a great tear in the earth
at Craters of the Moon National opened up and magma
Monument and Preserve. poured through to the
surface during repeated
episodes leaving behind
5
Planning Foundation
a legacy of lava flows and • The vast quantities of
other volcanic features. water stored by the lava
These features can be clearly rock aquifer below the
viewed on many different Snake River Plain provides
scales: up close on trails or for human livelihood and
from distant images from survival throughout southern
space. Idaho.
• Ongoing, but subtle, changes • The sagebrush rangelands
continue to affect the provide quality forage for
geology of Craters of the livestock grazing and help to
Moon as gravity, weather, sustain a traditional way of
and natural and human life in southern Idaho.
activities gradually alter this
volcanic landscape. Kipukas
• Continued stretching of the Primary Theme:
North American plate in Searing lava flows that initially
this region combined with destroyed everything in their path
high levels of heat in the today protect some of the last
subsurface and a record of islands of intact sagebrush steppe
repeated eruptions indicate communities on the Snake River
that there will likely be more Plain.
volcanic events in the future.
Subtheme:
Ecosystem & Sagebrush Steppe • Because many of the smaller
Primary Theme: kipukas in the Monument
The geology of Craters of the Moon have been isolated from
has created unique and unexpected human activities, they
habitats that provide for the survival provide important examples
of a surprising diversity of plant and of what is “natural.”
animal species. This vast lava and • The relatively pristine
sagebrush plain also provides for Kipukas also provide
critical human needs throughout important information
this desert region. to scientists about how
disturbed plant and animal
Subthemes:
communities elsewhere
• Plants and wildlife have
may be restored to natural
found ingenious ways to
conditions.
survive and thrive through
the extreme seasonal and
more gradual long term Wilderness & Western
climatic changes in this Landscape
desert region. Many plants Primary Theme:
and animals utilize the Craters of the Moon contains vast
relatively cool and moist areas managed to preserve their
cracks and lava tube caves in wilderness characteristics.
order to survive.
• Due to habitat degradation Subthemes:
elsewhere, populations • As one of the first areas in
of sage-grouse, and other the National Park System
sagebrush obligate species, to be designated a federal
are increasingly isolated in wilderness, Craters of
areas with relatively healthy the Moon established a
sagebrush steppe plant precedent of preservation
communities, like Craters of that has been imitated in
the Moon. many other areas since 1970.
6
Plenning Foundation
• Most of Craters of the of grazing practices here.
Moon is already designated This traditional practice
as Wilderness or has been continues today within the
recommended to Congress BLM Monument.
for Wilderness designation • Geologist Harold Stearns,
(Wilderness Study Areas). who described the area as
Natural quiet, dark skies, appearing like the “surface
and an immense relatively of the moon as seen through
undisturbed natural a telescope,” explored and
landscape are a few of the studied the area and became
important qualities of these an outspoken advocate for its
areas. preservation.
• Effective preservation of • Robert Limbert, Idaho
the wilderness character taxidermist and explorer,
of Craters of the Moon hiked the length of the Great
requires thoughtful decision Rift in 1920. His efforts
making by agency staff that drew national attention
is informed by good science, to the fascinating volcanic
interagency cooperation, formations here—and the
public involvement and need to protect them.
support. • Since 1924 the National
Park Service has cared for
History & Western Landscape Craters of the Moon and
Primary Theme: welcomed visitors. In 2000
For thousands of years people have Craters of the Moon entered
avoided, endured, and pondered a new era when the NPS and
this vast western landscape. BLM began to cooperatively
manage a greatly expanded
Subthemes: monument.
• Ancient stone structures, • Notable modern-day
well worn trails across the visitors include the Apollo
lava, and oral traditions Astronauts who came to
indicate that Native learn basic volcanic geology
Americans traveled in preparation for their
extensively through this moon missions. Recent
lava landscape. Members geologic investigations
of the Shoshone-Bannock that have found similarities
tribes continue an enduring between the geology of the
relationship with this area. Snake River Plain and the
• Oregon-bound pioneers surface of Mars indicate that
followed Goodale’s Cutoff Craters of the Moon will
along the northern edge continue to be an important
of the lava flows in the place to further develop our
mid-1800’s. Based on understanding of the earth…
journal entries, the area and beyond.
left an indelible, but mostly
negative, impression on these
early visitors. Visitor Experience
• Ranching and settlement Goals
were difficult at best Visitors come to parks seeking
in this arid high desert something of personal value and
environment. Rock cairns relevance. While interpretive themes
and livestock trails serve as can be viewed as cognitive goals
reminders of the long history (things people should learn), visitor
7
Planning Foundation
experience goals describe what of theme related interpretive
physical, intellectual, sensory, and media and programs.
emotional experiences should be • Off-site resources for
available. It is what visitors do, feel, some visitor services are
think, and learn which includes emphasized.
“Visitor experience” is knowledge, attitudes, behavior, and
what people do, sense, values. The overall visitor experience Recreation
feel, think, and learn; it is affected by events prior to the visit Desired Future Conditions:
includes knowledge, at- and affects behavior after the visit. • Opportunities are available
titudes, behaviors, and for diverse recreation
values; it is affected by Many of the following goals are experiences, consistent with
experiences prior to the taken from the 2005 Proposed resource protection and
visit and affects behavior Management Plan/Environmental applicable laws.
after the visit. Impact Statement where they are • Public awareness of area
listed as Desired Future Conditions. hazards, along with an
The Record of Decision for the attitude of self-reliance and
final Monument Management Plan personal safety, substantially
was signed in September of 2006. reduces the need for
In planning facilities, interpretive restrictive management
media, and personal services, policies.
Craters of the Moon National • The area continues to offer
Monument and Preserve will work a range of opportunities for
to create and enhance visitors’ discovery.
opportunities in the following areas: • Opportunities are available
to experience solitude,
Interpretation/Visitor natural quiet, the night sky,
Understanding and views of landscapes
Desired Future Conditions: that are substantially free of
• The Monument builds human influence.
and maintains positive
relationships with visitor Research
user groups and educational Desired Future Conditions:
organizations. • Research findings enhance
• The public perceives the management decisions and
Monument as a single entity increase public appreciation
and its management as a and understanding of
model of public service. Monument resources.
• The public understands and • The public, staff, and the
appreciates the area’s natural research community view the
and cultural resources and Monument as a productive
the challenges of preserving outdoor laboratory.
them for present and future
generations.
• The public has access to
Interpretive Mission
The following is the mission
Monument information and
statement for the Division of
learning opportunities, both
Interpretation at Craters of the
on- and off-site.
Moon National Monument and
• Information/orientation
Preserve:
materials such as travel maps,
safety bulletins, resource
We seek to preserve the natural and
information, and appropriate
cultural resources of Craters of the
recreation opportunities are
Moon National Monument and
available.
Preserve by providing opportunities
• Visitors are offered a variety
8 for visitors, and other constituents,
Planning Foundation
to make their own connections with care for this special place.
the significance of the Monument Educational programs and
so they may care about and care products also facilitate the
for this special place. Our work group’s learning objectives.
reflects professional excellence and
is accomplished through initiative, 3. Division employees, and
integrity, open communication and our associates in partner
synergism with our coworkers and organizations, maximize
partner organizations. The lava professional development
inspires us to preserve the past, and contribute to and
protect the present and prepare for enhance opportunities for
great things in the future… the public to make their
own connections to the
significance of CRMO
Strategic Goals for through effective leadership,
Interpretation team work, cooperation and
The strategic goals for interpretation synergism.
at Craters of the Moon National
Monument and Preserve come from Visitation and Visitor
the site’s Five-Year Strategic Plan.
The strategic goals for interpretation
Use Planning has moved
The following information regarding
are: beyond constructing an
Monument visitors and visitor use
average profile and label-
is derived from data maintained
1. Visitors, and other ing him “the visitor.”
by the Socio-Economic Services
constituents, are provided
Division (WASO) in Denver, the
opportunities to make their
2005 Servicewide Interpretive
own connections with the
Report, a 2004 NPS Visitor Services
significance of CRMO so
Project study, and discussions with
they may care about and care
Monument staff.
for this special place.
Figure 1 shows the total annual
2. Children, students and
recreation visits over a ten-year
teachers are provided
period from 1996-2005, and Figure
opportunities to make their
2 illustrates the total monthly
own connections with the
recreation visits for 2005.
significance of CRMO so
they may care about and
Total annual visitation for the
Figure 1 Annual Visitation 1996-2005
300,000
200,000
100,000
0
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
9
Planning Foundation
Figure 2 Monthly Visitation 2005
60,000
50,000
40,000
30,000
20,000
10,000
0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
past ten years has remained fairly contacted through
consistent. The monthly visitation audiovisual media.
figures for 2005 show a bell curve • 232 people attended
pattern that peaks during the community programs
summer. This is typical of northern • 200 people benefited from
parks with cold winters. loaned materials.
During 2005 the Monument In the summer of 2004 a Visitor
reported: Study was conducted by the NPS
Park Studies Unit at the University
• 11,532 overnight stays in the of Idaho. Survey results are most
campground relevant only for the time period in
• 76 overnight stays in the which they were conducted. Similar
backcountry. surveys conducted at other times of
• 1,260 group overnight stays. the year may yield different results.
• 197,331 visitors arrived by In addition, older studies may not
automobile. be applicable to present day visitors.
• 6,000 visitors arrived by bus. For more complete information and
results of this study, readers should
The Monument’s submission to the refer to the full report (also available
Servicewide Interpretive Report for online at www.psu.uidaho.edu/vsp.
2005 showed that: reports.htm. With these caveats, the
results of the summer 2004 survey
• 207,681 visitors were
showed that:
contacted at the visitor
center.
• Forty-seven percent of
• 1,600 people were
visitor groups had two or
contacted through informal
more people and 31% had
interpretation.
three or four people.
• 4,638 visitors participated in
• Most visitor groups (70%)
formal interpretive activities.
were family groups.
• 668 children participated in
• Forty-five percent of visitors
the Junior Ranger program.
were 41-65 years of age and
• 4,861 students and teachers
24% were ages 15 years or
attended an education
younger.
program.
• International visitors,
• 5,000 official park brochures
comprising seven percent of
were distributed.
the total visitation, were from
10 • 50,000 people were
Planning Foundation
Canada (27%), Germany programs (7%), and driving
(20%), Holland (17%), and backcountry roads (5%).
fourteen other countries. • Trails walked/hiked by
• United States visitors were visitors included: Caves
from California (20%), Idaho (67%), North Crater Flow
(13%), Washington (9%), (51%), Devils Orchard
and 41 other states, and (49%), Inferno Cone
Washington, D.C. (43%), Big Crater/Spatter
• Most visitors (78%) were Cones (17%), Tree Molds
visiting the park for the first (15%), North Crater (13%),
time. and Broken Top Loop/
• Fifty-two percent of visitors Wilderness (11%).
spent between two and three • Fifty-three percent of visitors
hours in the park, 16% stayed indicated that they were
up to four hours, and 20% already aware or became
stayed five hours or more. aware during their visit of the
• Eighty-four percent of shared management by the
visitors said they received NPS and BLM.
information about the park • Forty-one percent of groups
prior to their visit. Primary stayed overnight in the park
sources of information used or in the area within a one-
by visitor groups prior to hour drive of the park. Of
their visit included maps/ visitors staying in the park,
brochures (51%), travel 74% stayed one night. Of
guide/tour books (36%), those staying overnight
friends/relatives/word of outside the park, 65% stayed
mouth (33%), previous visits one night.
(28%), and the park web site
(23%). This and other data, as it becomes
• Information sources that available, should be consulted when
visitors said they would developing new or in assessing
prefer prior to future visits existing Monument media and
included: the park website programs. Some of the data can be
(68%), maps/brochures used to see which audiences engage
(49%), previous visits (36%), in different activities and the degree
and travel guide/tour books to which they use certain media
(34%). and programs. The analysis can
• The most common identify gaps and the need for new
activities in which visitors or different approaches to reach
participated were scenic various audiences.
driving/sightseeing (90%),
and reading/viewing visitor
center museum exhibits Existing Conditions
(81%), photography (67%), The following is a brief and
shopping at the visitor generalized description of visitor
center bookstore (51%), cave experiences and interpretive media
exploring (45%), walking/ and programs as they existed
hiking for more than one at the onset of this long-range
hour (43%), walking/hiking interpretive planning process.
for less then one hour (42%), Emphasis purposely is placed on
studying geology (22%), deficiencies, issues, and concerns
picnicking (14%), camping that will be addressed in the plan
in a developed campground recommendations, rather than on
(12%), attending ranger-led things that are working well or that
11
Planning Foundation
are beyond the scope of a LRIP. informational media and others are
The purpose of this section is to completed the BLM Monument
provide a baseline assessment that may become a more welcoming
may help to justify some of the plan’s destination for Monument visitors
proposed actions. who are looking for a less structured
recreational experience in the
Information and backcountry.
Orientation
The NPS and BLM want the public Visitor Center
to know about the expanded Recent improvements to the NPS
boundaries and about the visitor center include the addition of
cooperative management efforts of office/meeting/library space for the
the two agencies. However, both interpretive division, and a multi-
agencies recognized during the purpose room. The original interior
creation of the new Monument spaces have been redesigned several
Management Plan that the visitor times since this Mission 66 structure
center/ developed area will continue was constructed in 1958. An
Joint BLM/NPS Sign to be the area that the majority enclosed breezeway provides access
of people will visit because it has to the rest rooms and multi-purpose
the facilities and provides the room. There is potential to use the
experiences that the majority of breezeway for some interpretive
visitors are seeking. media, and create a stronger link
between the main part of the visitor
The NPS and BLM web sites do not center and the multi-purpose room.
currently provide much information
about the lands within the expanded The primary functions of the
boundary (Preserve and BLM multi-purpose room need to be
Monument) or the cooperative identified and the room supplied
management of the new area. with necessary equipment. The
Visitor Center Habitat Exhibit bookstore and information desk
Prospective visitors need accurate
information about road conditions, seem to function well.
closures, weather conditions, The current media in the exhibit
safety precautions, appropriate and room dates from the late 1990s;
inappropriate activities, etc. to help however, a number of problems
them plan their stay in the area. need to be addressed (see below).
Major interstate highways and Plant/Animal Habitat Exhibit:
population centers lie just to the • The protection glass is
south of the park; however, there not high enough. Some
are no adequate facilities to provide specimens have been stolen.
Monument information to these • Some specimens have been
potential visitors. damaged by insects; others
look old, faded, and worn.
Major revisions to the official park • Due to the expanded
brochure have been completed. boundary, some text changes
The new map shows the expanded are needed.
boundary. A sign concept plan also • The exhibit can be somewhat
Visitor Center History Exhibit
is underway that will address way overwhelming for some
finding signs and a design for joint visitors.
NPS/BLM signs on the expanded
boundary. A more detailed travel Rock Exhibit:
map will be created in conjunction • Provides a lot of technical
with a new Travel Management Plan information, possibly more
beginning in late 2006. As these than most people can absorb.
12
Planning Foundation
• The pahoehoe samples all about.
do not really show the
characteristic ropey texture. Personal Services
• The tactile quality of this Shrinking discretionary budgets
exhibit is good. in recent years have reduced the
seasonal staff to almost zero. Interns
The Great Rift (computer graphic from an area college currently are
on DVD): “hired” through the Volunteers In
• The text does not match the Parks (VIP) program to provide
images. personal service interpretive
• The panels are too small. programs and staff the information
• The exhibit does not define desk during the peak visitor
what the Great Rift is. season. The BLM has provided
critical support for the summer
History Exhibit: interpretive program by providing
• Some of the panels are a BLM supported GS-5 seasonal
partially hidden and many interpreter and matching funds for
visitors probably do not see 1-2 additional interns over the last
them. 3 years. In order to properly train
• The flip books on Bob this temporary workforce and to
Limbert have poor graphics accommodate the schedules of
and the text is hard to read. these mostly college aged interns
• The maps on the displays the summer interpretive program
do not show the expanded season has been cut back from
boundary. the traditional summer season of
Memorial Day through Labor Day
Topographic-relief Map: to mid-June through early August.
• There is no caption board.
• Many people miss seeing the
push button for starting the
Wayside Exhibits
Throughout the park there are
audio.
several generations of wayside
• The compact disc format
exhibits, reflecting different designs
needs to be upgraded to
and philosophies regarding content.
DVD.
Some are inadequate and inaccurate
in interpreting what visitors see in
Resource Management/Ozone
the landscape.
Monitoring Exhibit:
• A new computer based Current Wayside Exhibit on
Some trailheads are cluttered with
seismograph display North Crater Flow Trail
numerous signs regarding safety,
has replaced the analog
regulations, trail information, and
seismograph which became
introductory interpretation. This
non-functional with
problem, however, will be addressed
outdated technology.
by the sign plan.
• The ozone/air quality exhibit
takes up a large amount of
With the changes in NPS identity
space which may be better
and the park’s progress in bringing
utilized to interpret other
its sign system into the current
more significant resource
NPS Sign Program, the wayside
management issues.
exhibits should be updated to
further enhance the park’s identity
AV Alcove:
and improve the park’s interpretive
• The old geology program
media offerings, especially in
still gives visitors a quick
light of the new lands acquired in
overview of what the park is
partnership with BLM. 13
Planning Foundation
Some specific assessments include Preserve lands need to be defined,
the following: and the partnership roles of
NPS and BLM staff need to be
NPS Visitor Center articulated.
There is a large concentration of
waysides at this location aimed
at various audiences—first-time
Education and Outreach
The National Park Service has
visitors, school children, visitors
considerable information about
with interest in plants, and return
available education programs on its
visitors.
web site, including teacher guides.
On-site programs are available to
North Crater Flow Trail
elementary through high school
The wayside exhibits along this
groups. School visits are scheduled
trail are dated, informational rather
in the spring and fall. Snow School
than interpretive, and they fail to
programs (which combine winter
effectively interpret site-specific
ecology and snowshoeing) are
features.
offered in the winter. In addition
Monument staff make periodic visits
Devils Orchard Nature Trail
to area schools.
This series of exhibits deals with
resource management issues of
Bureau of Land Management staff
importance and concern to the park.
also provide some off-site programs
The exhibits are graphically and
on volcanology and backcountry
content compelling, although, not
ethics to various schools near the
particularly site-specific. They are
Shoshone Field Office.
more theme oriented and tend to be
text heavy, with a few exceptions.
Most of the teacher guides, lesson
plans, and activity guides can be
Inferno Cone Overlook
downloaded from the Internet. The
The wayside exhibit at this overlook
Monument also has traveling trunks
does not tie the subject to the view.
available in various school district
offices around the region that are
Broken Top Trail
outdated. In addition, two-day
This trail works well with the self-
teacher workshops are offered twice
guided interpretive trail booklet and
a year. A copy of the 13-minute video
the two wayside exhibits at Big Sink
program “Return to the Moon” is
Overlook, however, it is confusing
given to each teacher who completes
whether traffic is intended to flow
the workshop. This presentation has
clockwise or counter clockwise
been converted to DVD format.
along the trail.
Almost all of the education
Preserve and BLM programs have been prepared
Monument by Monument staff, with little
As stated earlier, visitors or no direct involvement of area
currently have access to little educators, or field testing in schools.
information about the Preserve Although many of the programs
and BLM Monument, or about probably connect with local and
the cooperative management of state curriculum standards, the
these lands. This is true both via the programs were not developed with
internet and on arrival at the NPS that in mind, and they were only
visitor center. recently advertised as addressing
these standards. Pre- and post-
The methods, extent, detail and visit activities are also not easily
14 levels of information about the identified by teachers.
Planning Foundation
Currently, a maximum of 150
students are scheduled per day. An
interpreter provides a 15-20-minute
orientation talk and description of
the NPS/Monument and Preserve
mission to each group. The talks are
generally given outdoors in front of
the visitor center. The multi-purpose
room is used during bad weather.
Due to high fuel prices, some
schools, as a cost saving measure, are
sending larger numbers of students
at one time.
The Monument and Preserve staff
wants to expand the education
program in partnership with BLM
and possibly other national parks
units in the area. There also is a
desire to increase the involvement
of area educators in the curriculum
development process. However,
the current program is about all the
current staff can handle.
Education Program at
Visitor Center
15
RECOMMENDATIONS
The following is a description and current information. This will
Recommendations should of program and media include on-going efforts to respond
constitute the most effective recommendations designed to to periodic requests from tourism
means of achieving desired further define, support, and literature providers for updated
outcomes. communicate the park’s mission, information; periodically checking
purpose, resource significance, the printed tourism literature and
interpretive themes, and visitor Internet sites to see what others are
experience goals. Implementation saying about the Monument; and,
of these recommendations will help providing local/regional/state visitor
ensure that visitors are well prepared information centers with adequate
and informed, and that they will and accurate information.
be able to develop meaningful
connections with tangible and Monument staff need to work with
intangible resources. other area information providers
to develop ways of letting actual
The discussion of each program and virtual visitors know about
or media proposal identifies its any construction delays, road
purpose, special considerations, and conditions, and when the park loop
sometimes suggests specific means road is open or closed.
of presentation. It is important to
remember that the latter are only Visitors will be made aware of the
suggestions and should not in any expanded boundary and of the
way limit the creativity essential cooperative management of the
during the media and program Monument. A Monument request
planning and design processes. for an exhibit highlighting the
On the other hand, proposals cooperative management of the
will be specific enough to provide expanded Monument has already
meaningful guidance, develop Class been submitted. It is proposed that
C cost estimates, prepare or update the new exhibit (that would include
PMIS submissions, and define the a map) be located in the NPS visitor
parameters within which these center breezeway, possibly above
creative energies can flow. the drinking fountain between the
men’s and women’s rest rooms. The
At least one of the primary purpose of the exhibit will be to
interpretive themes makes direct illustrate the size of the Monument
reference to Native Americans (i.e.. and Preserve and to make
the Shoshone-Bannock tribes) and visitors aware of the cooperative
their associations with the land. It management roles of the NPS and
is essential that the park maintain BLM.
a dialogue and active participation
with tribal leaders regarding the Specific information about
planning, design, and production of traveling through the Passage and
theme-related media and programs. Primitive Zones of the Preserve
and BLM Monument, as described
Information and in the Management Plan and
the forthcoming Transportation
Orientation Plan will need to be provided.
The NPS and BLM will work
Visitors should have access to this
with other area, national, and
information before they leave home
international tourism and
and certainly on-arrival at the park
information providers to ensure that
visitor center. The information
everyone is provided with accurate
16 should clearly inform people that
Recommendations
very limited facilities are provided Internet links among the various
in these areas, and that they need to partners also would allow people to
plan on taking most necessities with access related sites to help plan their
them. A list of the most essential travels. In addition to information
items should be included. Advice and orientation, the partners
on potential hazards and the type also could rekindle the regional
of vehicle needed to travel in the audio tape tours such as the ones
Preserve and BLM Monument developed by the Central Idaho
will also be provided. Orientation Rockies Association.
information is currently available
at Kiosks located along roadways The park owns a Traveler’s
that access the BLM Monument Information Station (TIS), a low-
and NPS Preserve and plans watt radio broadcasting system
exist to develop new NPS/BLM that can be accessed on car radios.
informational wayside exhibits Due to the terrain, the system never
(kiosks) for installation at the fire worked at the park, but it might
stations in the town of Carey and the be successful closer to a gateway
Kimama area. communities like Arco and Carey.
The park should explore this
Detailed maps of the Preserve possibility, whereby the community
and BLM Monument (certainly would agree to set up and maintain
one of the essentials) would be the system that would include
available, possibly as a sales item, information about visiting the
at the visitor center. When visitors Monument.
purchase a map, the employee at
the sales/information desk could The Monument Management
provide verbal cautions and advice Plan proposed the development
about traveling in the remote areas of a partnership visitor contact
of the Monument, and assess the center south of the Monument.
purchaser’s level of awareness Major interstate highways and
and preparedness for going into population centers lie just to the
these areas. The map itself would south of the park; however, there
also include safety messages and are no adequate facilities to provide
recommendations for visiting Monument information to these
these areas as well as interpretive potential visitors. The purpose/goal
information about the geology, of the facility would be to draw
flora and fauna. Information about some of the tourist traffic from the
specific features in the Preserve interstate highways as well as people
and BLM Monument could from the nearby communities to
also be provided through web inform and encourage visitation
based information tied to GPS to the Monument and to other
coordinates, “Earth caching”, or partnering agency sites. Further
other technology driven tools. discussion of this proposed facility is
provided later in this document.
The NPS and BLM will continue
to work in partnership with At the Monument visitor center,
other gateway community visitor the informational kiosk outside the
information centers and tourism entrance will be revised to better
literature providers to ensure that accommodate after-hours visitor
accurate, adequate, and current needs. In addition to evaluating the
Monument information is available. location of the kiosk, information
Participants in this partnership should include directions to the
endeavor could meet annually campground, the closest rest rooms,
to share information and ideas. and nearest source of drinking
17
Recommendations
water. A changeable bulletin case The Great Rift
for seasonal information, etc. also • Redesign this exhibit with
should be considered. larger panels.
• Better define what the Great
To further demonstrate the Rift is.
cooperative management of • Have the text match the
the Monument lands, it is images.
recommended that a full-time BLM
ranger be stationed at the Craters History Exhibit
of the Moon Visitor Center. This • Redesign the overall display
person would be engaged in the so that all panels are easy to
development and presentation see.
of education and interpretation • Improve the quality of the
programs. text and graphics in the Bob
Limbert flip book.
Craters of the Moon • Redo the map in the
Visitor Center Goodale’s Cutoff display
Inside the visitor center lobby, a to show the expanded
display of the park’s site bulletins boundary.
and perhaps other free handouts
would be developed. Placing these Topo-Relief Map
items in a wall-mounted frame or • Add a caption board.
under glass at the information desk • Convert the program to
will allow all of the items to be seen. DVD.
With a label, “Available on Request,” • Clearly label the audio push
visitors would simply ask for those button.
items that are of interest.
Resource Management Exhibit
Exhibit Room • Enhance the seismograph
The following changes are display with additional
recommended for the exhibit room: information regarding
seismic events and an
Plant/Animal Habitat Exhibit interactive seismometer
• Replace the worn animal that registers visitor created
specimens, and consider “earthquakes.”
adding some other common • Develop a new display that
species that people might see interprets one or more
during their visit. of the parks most critical
• Replace the taxidermy resource management issues.
specimens with artificial Consideration should be
models that can be secured given to making this a high
or alter the protective glass quality, interactive, and
so visitors cannot reach the changeable exhibit that
items on display. would address the most
• Make necessary text important current issues.
changes.
• Consider a redesign that will AV Alcove
provide an easily perceived • Use the alcove primarily for
and logical sequence for the showing the regular geology
viewer to follow. program. Other programs
can be shown in the multi-
Rock Exhibit purpose room. This will
• Replace the pahoehoe ensure that most viewers will
sample with one that better get an overview of the main
18 depicts the ropey texture.
Recommendations
park story. Perhaps another expansion of Craters of the
sign could list the additional Moon National Monument
AV programs available in the and Preserve.
multi-purpose room. • The exhibit would explain
the NPS/BLM management
Breezeway through the personal stories
The breezeway is the first space of individuals who have a
encountered by most visitors connection with this land
entering the visitor center. It also is (i.e. a rancher, geologist,
the interior corridor that connects Native American, spelunker,
the lobby with the multi-purpose scientist, etc.).
room. Some directional signing • Shades or some sort of tinted
may be needed, especially to guide covering will need to be
people to the multi-purpose room. applied to exterior windows
to prevent destruction
Visitor Center
Breezeway
The media provided in the of new exhibit from sun
breezeway should be introductory exposure.
in nature and establish a strong
connection between the public Personal Services
spaces. In addition to the exhibits A variety of personal services
proposed below, the windows to activities will continue to be an
the administrative offices could be essential component of the overall
covered and the breezeway space in interpretive program at Craters of Touch table
front used for additional changeable the Moon National Monument and
exhibits. Preserve. The Monument currently
provides a range of personal services
The following are media that attract large numbers of visitors.
recommendations for the Current programming should
breezeway: continue and methods should
Cooperative Management Exhibit be explored to demonstrate the
• A map will give visitors an cooperative NPS/BLM management
introduction to the historic of the Monument through personal
19
Recommendations
services. evaluated on a regular basis to
discontinue those that are not
The core personal services effective, modify and improve those
interpretive program will include that require it, and validate those
staffing at the visitor center that are successful.
information desk, conducted walks
to key park resources, interpretive See the Staffing and Training section
demonstrations, roving assignments of this LRIP for the identification of
(especially at sensitive resource specific staff needs.
areas such as the cave area), evening
programs, and scheduled education Wayside Exhibits
and outreach programs. Not The following are recommendations
providing these basic services with concerning wayside exhibits at
park interpretive/education staff, Craters of the Moon National
will result in many visitors having Monument and Preserve.
diminished experiences, visitors and
sensitive resources possibly placed A Monument-wide wayside exhibit
in greater danger, and opportunities proposal should be prepared to help
to help people make meaningful the staff evaluate the effectiveness
connections with the resources lost. of existing wayside exhibits and
identify essential new exhibits.
Personal services programs have The outcome would be a course of
the unparalleled advantage of action for eliminating, rehabbing,
being inspiring, versatile, alive, and replacing, and creating new park
tailored to the needs of individuals wayside exhibits. The proposal
and groups. An interpretive staff would aid the park in creating PMIS
presence helps with the protection funding requests for waysides and,
of fragile resources. Interpreters, if funded, ultimately, help the park
whether behind an information create a system of wayside exhibits
desk, roving, leading a tour, giving a that conforms to NPS graphic
talk, or conducting a demonstration, identity standards and addresses the
are the best of all interactive tools park’s current interpretive themes.
in enabling visitors to experience,
understand, appreciate, and The Monument-wide wayside
make personal connections with exhibit proposal also would
resources. address the potential for additional
exhibits and pullouts along the
The diversity of the overall main highway, and the needs, if any,
interpretive program presents for additional waysides within the
almost limitless opportunities Preserve and BLM Monument.
for both standard and innovative
activities. Keeping within the Trailhead Signs
parameters of the interpretive Preliminary recommendations from
themes and visitor experience goals, the forthcoming Sign Plan include
staff should be given a high degree the following regarding trailhead
of creative freedom to explore and signs:
experiment with new programs.
This will help to maintain a creative 1. Remove the existing clutter of
edge and attract new and returning signs at each of the trailheads.
audiences. 2. Create new trailhead signs
utilizing the NPS Uniguide VIS
Since personal services interpretive hardware system. This post and
programs are relatively easy to panel system allows combining
change, the activities should be different types of visitor
20
Recommendations
information into a single sign area where school group talks are
unit. This will greatly improve conducted. The orientation exhibits
the appearance and function of will be redesigned to provide
trailhead signage. better after hours orientation and
3. Trailheads should be changeable information to visitors
categorized as “interpretive” in conjunction with the park’s
or “informational” based on new Sign Plan. The “Where’s
the amount of interpretive the Volcano?” exhibit should be
media available along the trail. consolidated with the kiosk. The
In addition to a cartographic new kiosk could also be moved to
trail map, trail regulations, and a more central location in the plaza
accessibility information available for higher visibility, and to avoid the
at all trailheads; interpretive current clustering of exhibits.
trailheads would also include an
interpretive panel which would Winter Information
introduce the theme of the trail or A new bulletin board with room
trails. for changing information, sign in
sheet and a donation slot has been
Interpretive trailheads: developed and installed at the
• Visitor Center kiosk entrance to the loop drive/snow
• North Crater Flow trail.
• Devils Orchard
• Inferno Cone Overlook North Crater Flow Trail
(use existing overlook Since the staff considers this an
mounting area for important interpretive trail for
interpretive panel) introducing visitors to the park’s
• Spatter Cones primary volcanic features and
• Broken Top/Tree Molds volcanic processes, the wayside
• Caves exhibits here should be redone
Informational trailheads: to make them more interpretive,
• Trail from campground to site-specific, and to address the
North Crater Flow Trail interpretive themes more fully. The
• Inferno Cone (separate following exhibit progression is
trailhead sign at bottom of suggested:
path)
• North Crater /Big Craters 1. North Crater Flow Trail
• Wilderness This would be an upright trailhead
exhibit consolidating the site
NPS Visitor Center name, trail introduction, trail map,
There are a large concentration accessibility, and park regulation
of waysides at this location aimed information into one Visitor
at various audiences—first-time Information System (VIS) unit. A
visitors, school children, visitors compelling graphic, perhaps an
with interest in plants, and repeat aerial photo of North Crater, would
visitors. highlight the source and extent of
the flow with a “you are here” label
Consider consolidating or better to provide context for the viewer.
spacing for the waysides in this The site name, map, accessibility,
location. The plant identification and regulation information would
and “Get Over It!” exhibits are be on an adjoining side panel series.
one experience, but are crowded The text on the main panel might
by the three children exhibits. read something like this:
Perhaps the children exhibits
“Here in the path of a
could be separated, maybe near the
lava flow you can view 21
Recommendations
a variety of volcanic 5. Pressure Ridge (existing
features, now frozen in exhibit site, different orientation)
time. As you walk the Illustrate this common volcanic
path imagine fast moving feature with a photograph of an
lava streaming around active Hawaiian example that shows
you as showers of cinders a steaming recently created Pressure
erupted from the North ridge.
Crater cinder cone slightly
more than 2,000 years 6. A Young Cone...and an Older
ago. Please stay on the Cone (existing exhibit site)
trail and leave everything Using a photograph showing North
as you find it.” Crater and Grassy Cone, direct label
the features of each cone to compare
2. Forming of North Crater and describe how Grassy is older
This exhibit would replace the than North Crater including their
“What Comes Out of a Volcano?” approximate ages.
exhibit, and would be located on
the opposite side of the trail, facing 7. Pahoehoe Lava (new site)
North Crater. Its purpose would Using the rope-like pahoehoe lava
be to describe the eruptive events feature at the edge of the trail,
that created the North Crater identify and describe pahoehoe lava.
cinder cone and the lava flow that
originated from its vent, introducing 8. Aa Lava (existing “How Lava
volcanic concepts related to the Flows” exhibit site)
topic (i.e. cinders vs. lava flows). Using the rougher aa-like lava
An image of a modern cinder cone features, identify and describe other
erupting with cinders and a lava flow textures of lava.
would provide a compelling graphic.
9. Floating Crater Fragment
3. How Old is the Flow? (existing (existing “Crater Fragment”
exhibit site) exhibit site)
Using a photo of the “triple twist” Illustrate the distance the crater wall
tree when it still had green foliage as chunks may have traveled by direct
the site-specific feature, the exhibit labeling an aerial photo showing
would describe how a tree core the broken wall of North Crater,
sample (displayed as a photograph the flow path, and the many rafted
on the exhibit) helped date the lava blocks. Allude to the complexity of
“Triple twist” Tree flow. An inset graphic might include the geologic story by describing how
a map showing the pattern of lava some geologists believe that these
flows beginning 15,000 years ago and are fragments of an ancient cone
ending with this flow 2,000 years that resisted transport by lava.
ago.
10. Lava Flowers (existing exhibit
4. Squeeze Ups (existing exhibit site)
site, different graphic orientation) Describe how, given time, plants
Illustrate this common volcanic colonize the cooled lava flows, as
feature with a photograph of an wind blown soil and seeds settle in
active Hawaiian example that shows the cracks and crevices of the lava
red-hot lava issuing out of a crack beds and plants take hold. Panel
in the surface. The exhibit would be graphics might be a photograph of
placed in the same orientation of the the actual scene with inset close-up
feature, unlike the present exhibit, photos of the flowers living there.
which is in the wrong orientation.
11. Will It Erupt Again? (new
22
Recommendations
North Crater Flow Trail
exhibit site near the end of the Tree Molds Trail/ Broken Top Trail
trail looking toward North Crater) Replace the two existing trailhead
This exhibit will conclude the waysides, Tree Molds and Broken
experience and answer questions Top, with a single VIS trailhead sign
about future eruptions. topped by an interpretive panel. A
directional sign should be placed
Devils Orchard Nature Trail at the first decision point on the
Although the exhibits were done in Broken Top trail to ensure that traffic
the early to mid 1990s, they do have flows clockwise to correspond with
an NPS black band, though it is the the self-guided interpretive trail
older, broader band. Replace the booklet.
trailhead low profile wayside with
a VIS trailhead sign topped by an Preserve and BLM
interpretive panel.
Monument
The existing wayside exhibits
Inferno Cone Overlook
in the Kings Bowl area will be
Tie the exhibit topic to the view.
retained. These exhibits will be
Consider replacing the current
evaluated periodically regarding
panels with a 3 panel wayside display
their effectiveness and frequency of
that would include the following:
vandalism. If it proves too expensive
to maintain these wayside exhibits,
• panoramic photo of the
consideration should be given to
scene as the main graphic
removing them.
and direct label the
significant features on the Informational wayside exhibits
photo that can be seen (kiosks) will continue to be placed
from the overlook. at major entry points to the Preserve
• A photo of a modern and BLM Monument lands. These
cinder cone erupting with will be evaluated during preparation
interpretive text describing of the Monument-wide wayside
the process of Inferno exhibit proposal. Land ownership,
Cone’s creation. place name, and directional signs
• A photo of Round Knoll will be developed as part of the
Kipuka with interpretive current sign concept plan. No
text describing these additional wayside exhibits or other
features. permanent interpretive media are 23
Recommendations
proposed for the remote areas of the Education and Outreach
Monument. In order to effectively expand and
manage the education and outreach
Interpretive and safety messages program, an education specialist
should be developed and added position needs to be established.
to detailed maps of the Preserve Even though there are limited funds,
and BLM Monument. The new there are a number of options for
Transportation Map will also accomplishing this:
contain interpretive information
about the natural and cultural 1. Seek NPS funding for the
resources of these areas. The position (if funded through
cooperating association might also OFS base increase).
consider publishing a separate guide 2. Seek BLM funding for
book that would provide more the position (Based at the
detailed interpretation. A short- Shoshone BLM Field Office
term goal would be to utilize the or at the Craters Visitor
Geological Society of America’s Center).
Earthcaching website to provide 3. Use combined BLM and
interpretive information about NPS funds for the position.
geologic features correlated to 4. Supplement funding for
GPS coordinates. A longer-range the position through the
goal could be the production of a cooperating association.
digital audio tour of portions of the 5. Look into combining the
expanded lands that visitors could southern Idaho national
use in their vehicle. In each of these park units’ education
proposals, consideration will be programs (and BLM) into a
given to interpreting both NPS and unified and jointly funded
BLM resources, and both agencies education program. For
need to work in partnership on the example, Hagerman Fossil
development of these products. Beds/Minidoka Internment
National Monuments
The Management Plan states that, already have an education
“Commercial outfitters and guides specialist.
would be encouraged to offer a
range of guided experiences. Visitors With an education specialist
who might not otherwise have position established, one of the first
the proper knowledge, vehicles, projects should be the development
or preparation to experience the of an education plan. Developed
interior of the Monument would in partnership with area educators
then have a viable option…” for and partnering agencies, this plan
experiencing the resources. NPS would articulate the education
and BLM staff will explore the mission, assess current programs,
potential of developing partnerships describe initiatives for future
for providing commercial guided program development, identify the
tours of the Monument interior. roles of partners, analyze the most
This partnership could include pressing issues, and present program
advertising, interpretive training for proposals.
the guides, and periodic updates
from NPS and BLM resources It is important for the Monument to
managers on issues and current engage teachers in program/activity
projects. development. This would involve an
assessment and revision of existing
programs, activities, and teacher
guides and the creation of new ones,
24
Recommendations
including the development of pre- agendas and conduct activities on
and post-visit activities. Teachers can their own, there is a need to provide
be invaluable in helping to connect these groups with information
all activities with specific state and about visiting and about park
local curriculum standards. This will resources and resource management
help teachers to justify trips to the programs. Much of this material
park. Separate teacher workshops can continue to be provided on the
could be scheduled primarily for Internet. Many groups also would
program/activity development and benefit from a chance to talk with a
evaluation. park interpreter or geologist.
If a program such as the traveling Continuation of seminars and
trunk is revised, it also should symposia like the Great Rift
be linked to specific curriculum Symposium hosted by the NPS and
standards and primary Monument BLM is recommended. Publishing
themes. All new programs should be the proceedings of these events
posted on the Internet and be easy on-line and as potential sales
for educators to find and download. items would be another source of
advanced learning for academics,
Students also need to be involved researchers, and the public. To be
in program development. Selected useful, this information needs to
classes can be used to field test and be easy to find, perhaps facilitated
refine programs, further insuring through multiple postings on related
that they will be successful. web sites.
Additional program development Southern Visitor Center
also can be facilitated by consulting The Management Plan states,
with other volcanic parks. Successes “A visitor center(s) operated in
and failures can be shared which can cooperation with local partners
benefit everyone. would be proposed within the I-84
corridor.”
The “Return to the Moon”
audiovisual program has been The overall goal of a visitor center
converted to DVD format and is in this general area is to introduce
available to teachers participating visitors and local residents to the
in Monument/Preserve workshops. regional attractions in the area, and
Other AV programs should be to direct people to Craters of the
assessed for the same purpose. Moon National Monument and
All programs should be linked Preserve. This would be a staffed
to specific pre-, on-, or post-site facility to provide area information,
education programs. answer questions, and assist with
trip planning.
Some of the education programs
could be developed or adapted for Potential partners who could assist
use by home schooled students and with staffing and/or funding the
by schools that may never be able to facility might include, but would not
visit Craters of the Moon. A revised be limited to:
traveling trunk program also could
serve these audiences. • National Park Service
• Bureau of Land Management
A number of college classes, • U.S. Fish and Wildlife
especially geology field schools, Service
visit the Monument. While most • U.S. Forest Service
of these groups have their own • Idaho State Parks
25
Recommendations
• South Central Idaho products.
Tourism and Recreation • The NPS and BLM, and
Development Assn. other entities where
• Area Chambers of appropriate would work
Commerce together to produce joint
This LRIP planning team, which publications, press releases,
includes several of the proposed etc.
partners listed above, concurred • Training opportunities for
with the Management Plan various partners would
recommendation that having a be developed in areas of
visitor center in the I-84 corridor information/orientation,
would potentially attract the most interpretation, education,
people and serve a large population and resource knowledge.
center. • The development of maps,
interpretive guides, and
The creation of such a facility will other media for use in
require a well developed multi- the remote areas of the
agency proposal reflecting national, Monument will include the
state, and local support, and not just participation of interpreters
a NPS or BLM budget submission. A and multi-agency
special committee would be needed representatives.
to formulate the proposal and garner • Permanent and changeable
support. Such a committee also inter-agency exhibits
might study how other partnership at the Craters of the
centers across the country have Moon Visitor Center will
been created. include participation of all
appropriate agencies.
Partnership Opportunities • Easy to find Internet links
A variety of partnership programs will be maintained between
and opportunities have been the NPS and BLM, and
discussed throughout this with other partners as
document; however, because of appropriate.
their importance in the current • The proposal for a visitor
and future management of the center in the I-84 corridor
Monument, key ideas are repeated will be a multi-partner
here. endeavor.
• The option of creating an
• To further demonstrate the education program specialist
cooperative management position to serve multiple
of the Monument, it is parks in the region will be
recommended that a explored.
full-time BLM ranger be • Area educators and students
stationed at the Craters of will be involved in the
the Moon Visitor Center. evaluation and revision of
This person also would be current education programs
engaged in the development and in the development of
and presentation of new programs. The goals
education and interpretation will be to make direct
programs. connections with curriculum
• BLM would have access to standards and to produce
NPS resources (i.e. Harpers programs with the greatest
Ferry Center) to develop potential for success with
wayside exhibits and other students.
interpretive/educational
26
Recommendations
Special Populations new interpretive media.
Provisions will be made to
accommodate the needs of Staffing
special populations who visit the The following table summarizes
Monument. Special populations existing staff levels and additional
are identified as those with sight, staffing requirements needed to fully
hearing, learning, and mobility implement the recommendations of
impairments; visitors who do not this Long Range Interpretive Plan:
speak English; and the elderly and
young children. Existing Positions and Duties
Existing positions take care of the
Public Law 90-480, the Architectural following critical duties:
Barriers Act, and the Americans with
Disabilities Act of 1990 establish • Chief of Interpretation, GS-11,
standards for physical access. Other Permanent Full Time (1 FTE)
regulations, laws, and standards -Management of Monument
include Sections 504 and 508 of the interpretation, education
Rehabilitation Act of 1973, Director’s and information services
Orders No. 42, and the Accessibility -Long range planning
for Visitors with Disabilities in -Member of park
National Park Service Programs, management team
Facilities, and Services. All newly -Staffs visitor center
constructed facilities, as a matter -Develops and presents
of course, will be designed for interpretive and educational
accessibility for physically disabled programs
visitors and employees. For this plan
it would include providing access • Park Ranger-Interpretation/
to buildings, pathways, and wayside Geologist, GS-9, Permanent Full
exhibits. Time (1 FTE)
Every effort will be made to provide -Staffs visitor center
full access to interpretive media and -Develops and presents
programs to ensure that people with interpretive and educational
physical and mental disabilities, as programs, including
well as people who do not speak or workshops for educators
understand English, have access to -Provides day to day
the same information necessary for supervision of summer staff
a safe and meaningful visit to Craters -Manages park volunteer
of the Moon National Monument program
and Preserve. All new interpretive -Provides consultation for
media will follow the standards management regarding
for accessibility as described in geologic resources
the NPS, June 1999 Programmatic
Accessibility Guidelines for Recommended Positions and
Interpretive Media. These guidelines Duties
(see Appendix) will be consulted Due to static budgets and rising
by park staff and media developers costs, funding for seasonal
during the planning and design of interpreters and educators has
Existing Positions Recommended Positions
Chief of Interpretation, GS-11, PFT Park Guides, GS-5, SEAS (4)
Park Ranger-Interpretation/ Geologist, Education Specialist, GS-9, PFT
GS-9, PFT
27
Recommendations
dropped from 5 seasonal staff in 2001 visitation periods
to 1 in 2004 where it has remained -Staffs visitor center
until this coming summer (FY 2007)
when we will likely have insufficient Since the expansion of the
funds to hire even 1 seasonal Monument in 2000 the Monument
interpreter. Lack of funding for is now literally in the back yard
these seasonal positions has forced of many different communities.
park management to rely almost Unfortunately, Monument staff
entirely upon interns and volunteers have very few opportunities to visit
to provide basic interpretive the many schools in our gateway
services during the summer months. communities and to work with
Volunteers and interns have kept teachers to develop new curriculum
the summer interpretive program based lesson plans and activities.
afloat over the last several years but Therefore, the highest priority for
at a cost to both quality and quantity any additional staffing, beyond the
of programs offered. In order to aforementioned Park Guides, would
properly train this non-returning be to hire a full-time Education
workforce and to accommodate the Specialist.
schedules of these mostly college
aged interns the summer interpretive • Education Specialist, GS-9 ( 1 FTE)
program season has been cut back -Provide curriculum based
from the traditional summer season education programs
of Memorial Day through Labor for students in gateway
Day to mid-June through early communities
August. -Work with educators in
gateway communities to
About 200,000 people visit the develop new lesson plans
park each year. Most visit during and activities that meet
the summer season and most make instructional objectives.
a stop in the visitor center. About
4000 people participate in formal See the Recommendations section
interpretive programs on an annual of the LRIP (pg. x ) for more
basis. information about this position and
potential methods for funding it.
• Park Guides, GS-5, Interpretive
Seasonals (4 x .3 FTE = 1.2 FTE) Future Needs:
-Staffs visitor center during If a way is found to develop a
busy summer season Southern Visitor Center then the
-Develops and presents NPS will want to play an active role
interpretive and educational in the management of this facility.
programs during busy Depending on the demands of the
summer season new facility, this position could
potentially be combined with the
Approximately 3-4000 students duties of the Education Specialist
participate in education programs position.
provided by Monument staff on
an annual basis. Most visit during • Southern Visitor Center
the spring and fall and receive Coordinator, GS-9 (1 FTE)
orientation talks upon their arrival. -Provide informational and
• Park Guide, GS-5, Education interpretive services to
Seasonal (.2 FTE) visitors
-Provide orientations for -Coordinate volunteers
visiting school groups and leverage partnerships
during spring and fall to develop exhibits and
28
Recommendations
provide services to visitors projects to the entire park staff,
especially interpreters. Agency and
Training contract researchers also should be
The following goals and encouraged to produce executive
objectives describe the Division summaries and programs that
of Interpretation’s commitment to translate research results for park
employee training: staff and the public. Interpretive
staff should identify research and
• Offer a minimum of two weeks information needs to the resource
of interpretive training to management staff as well.
seasonal interpreters, which
includes interpretive philosophy, Even though a recent visitor survey
interpretive skills, subject has been conducted, the Monument
matter knowledge, operations and Preserve needs to continue
procedures, First Aid/CPR and learning more about its actual
an overview of Monument and potential audiences: Who
programs, policies, and visits? What are their motivations,
initiatives. expectations, and satisfaction levels?
What can be done to increase visitor
• Fully implement the Interpretive stays and interaction with park
Development Program resources? Who doesn’t visit and
curriculum and encourage why? How do answers to these and
participation in the interpretive other questions vary from season
competencies certification to season? Other agencies would be
program. Evaluate programs interested in what we learn, and in
against national standards. turn, they may be able to share some
of their data.
• Encourage individual
participation in professional Research also is important in the
development opportunities development of specific media and
as funding allows. Maintain a programs and will be planned as
learner-driven and outcome part of all substantial media projects
based atmosphere. and specialized programming. For
example, front-end evaluations
• Encourage park partners would query potential users of
including volunteers to programs, facilities, and media
participate in training before products and activities are
opportunities as they arise. developed. This type of research is
targeted so that practical use can
• Develop Monument specific be made of the results. Formative
reference materials that evaluations would be conducted
provide seasonal staff current during conceptual design, and
information about Monument would test inexpensive mock-ups
resources and suggestions on of interpretive media and programs
effective interpretive techniques. before fully investing in final
products. Summative evaluations are
valuable in helping to determine the
Research Needs effectiveness of final media, facilities,
The interpretive division needs to
and programs—i.e. whether
continue working closely with the
the intended themes are being
resource management staff to keep
communicated, if people actually
up to date on research activities
make use of the information, or if
and results. Resource management
visitor behavior is affected.
specialists should be encouraged
to present regular briefings on 29
SUMMARIES
Summary of Products and Craters of the Moon Visitor
Actions Center
The following is a summation of the • Rehab/redesign exhibits at
action items and products proposed the visitor center.
in this long-range interpretive plan. • Develop display of site
Each of these items is described bulletins at visitor center.
in greater detail in the narrative • Produce new introductory
sections of the document. This AV program.
list is designed to help develop the • Conduct cooperating
implementation schedule, annual association scope of sales
and long-term priorities, assign study.
responsibilities, and develop cost • Develop exhibits for the
estimates. breezeway.
• Set up multi-purpose room
It must be emphasized that the for showing audiovisual
following list deals specifically with programs.
actions and products for media
and programs related directly Wayside Exhibits
to information, orientation, • Develop and implement
interpretation, and education. Monument-wide wayside
Although new, restored, or relocated exhibit proposal (including
facilities are proposed or referenced, both interpretive and
actions related to these structures orientation exhibits).
will need to be developed in greater
detail during specific planning, Preserve and BLM
design, and construction processes. Monument
Staffing requirements to implement • Establish partnerships
the following actions are identified for providing commercial
separately in the Staffing section. guided tours of the
Monument interior.
Information and Orientation
• Complete Monument sign Education Program
system. • Hire full-time Education
• Develop information Specialist.
sharing systems with other • Develop/expand curriculum-
public service providers. based education program.
Review/update information • Develop an education plan.
produced by external • Expand outreach education
sources.(ongoing) program to area schools.
• Develop ways that the public • Establish education
can learn more about the assessment/development
Monument and key partners workgroup with key park
(i.e. NPS/BLM exhibit, partners.
improved kiosk information, • Better integrate park and
TIS radio system in gateway park partner education
community). programs and websites.
• Enhance/expand park • Publish Great Rift
web site and links to BLM Symposium proceedings and
website. (ongoing) continue Monument
scientific seminars and
symposia
30
Summaries
• Develop pre-visit and post- • Develop pre-visit and post-
visit educational materials. visit educational materials.
• Set up multi-purpose room
Southern Visitor Center for showing audiovisual
• Develop new partnership programs.
visitor contact facility near • Develop display of site
the I-84 corridor. bulletins at visitor center.
• Produce new introductory AV
program.
Implementation Plan
• Provide a variety of formal
The following list indicates
interpretive programs for visitors
general priorities that have been
to the Monument (ongoing).
established through this Long
• Replace outdated North Crater
Range Interpretive Plan process
Flow Trail Waysides.
(shown in bold) and a pre-existing
• Digitize park photo library and
strategic planning process. Changes
complete transition to digital
in staffing, funding, and other
presentation technology.
unforeseen circumstances can
• Create new BLM Monument
alter priorities, especially when
road and trail map as part of the
they are long-range or contain a lot
new Transportation Plan.
of specific detail. Consequently,
• Continue to advocate for more
the following list shows only
paid interpretive staff through
general phasing priorities. More
the OFS process and through
specific descriptions/components
increased staffing support from
of each item can be found in the
partner organizations.
Implementation Strategies section of
• Assist with resource based
this document and the forthcoming
events (Christmas Bird Count,
Annual Interpretive Plan.
summer butterfly count, Star
Parties- ongoing).
Short-term
• Provide orientations and
• Begin implementing
snowshoe hikes for all interested
recommendations of new LRIP
educational groups (ongoing).
and create Annual Interpretive
• Correlate educational offerings
Plan.
with Idaho state curriculum
• Participate in Monument
requirements.
Management Plan
• Provide Teacher’s Workshops.
implementation process with
• Revise and Print Park
BLM.
Handbook.
• Complete Monument sign
• Create new North Side map &
system.
site bulletin.
• Develop information sharing
• Design and print new Junior
systems with other public
Ranger booklet.
service providers. Review/
update information produced
Mid-term
by external sources.(ongoing)
• Conduct cooperating
• Develop ways that the public
association scope of sales
can learn more about the
study.
Monument and key partners
• Develop and implement
(NPS/BLM exhibit in
Monument-wide wayside
breezeway, improved kiosk
exhibit proposal (including
information, TIS radio system
both interpretive and
in gateway community).
orientation exhibits).
• Ehance/expand park web site
• Design and produce new
and links to BLM website.
highway waysides for Preserve.
(ongoing) 31
Summaries
• Hire full-time Education Management
Specialist. Doug Owen, Park Ranger,
• Develop an education plan. Interpretation & Park
• Develop/expand curriculum- Geologist
based education program. Mike Munts, Biotech, Resource
• Expand outreach education Management
program to area schools. Lennie Ramacher, Park Guide,
• Establish education Interpretation
assessment/development
workgroup with key park Bureau of Land Management
partners. Rick Vander Voet, Jarbridge Field
• Better integrate park and park Office Manager (former Monument
partner education programs Manager)
and websites. Holly Hampton, Monument
• Publish Great Rift Symposium Manager
proceedings and continue David Freiberg, Outdoor Recreation
Monument scientific seminars Planner
and symposia
• Develop pre-visit and post- Park Partners and Consultants
visit educational materials. Annette Rousseau, Education
Specialist, Hagerman Fossil Beds
Long Term National Monument
• Rehab/redesign exhibits at the Dave Clark, Chief of Interpretation,
visitor center. Craters of the Moon National
• Establish partnerships for Monument, Retired
providing commercial guided Dick Munoz, Project Leader,
tours of the Monument Southeast Idaho National Wildlife
interior. Refuge Complex
• Develop new partnership
visitor contact facility near the Harpers Ferry Center
I-84 corridor. Eric Epstein, Senior AV Production
Specialist
Planning Team and Terry Lindsay, Wayside Exhibit
Planner
Consultants Paul Lee, Interpretive Planner
Craters of the Moon National
Monument and Preserve
Doug Neighbor, Superintendent
Ted Stout, Chief of Interpretation
John Apel, Chief of Resource
Planning team members
viewing wayside exhibit
presentation
32
APPENDIX A
Programmatic
Accessibility Guidelines
for Interpretive Media
Special Populations:
Programmatic Accessibility
Guidelines for Interpretive
Media
National Park Service
Harpers Ferry Center
June 1999
Prepared by
Harpers Ferry Center
Accessibility Task Force
Contents:
Statement of Purpose
Audiovisual Programs
Exhibits
Historic Furnishings
Publications
Wayside Exhibits
33
Appendix A
Statement of Purpose the goal is to fully comply with NOS
This document is a guide for policy:
promoting full access to interpretive
media to ensure that people with “…to provide the highest level of
physical and mental disabilities accessibility possible and feasible
have access to the same information for persons with visual, hearing,
necessary for safe and meaningful mobility, and mental impairments,
visits to National Parks. Just as the consistent with the obligation
needs and abilities of individuals to conserve park resources and
cannot be reduced to simple preserve the quality of the park
statements, it is impossible to experience for everyone.”
construct guidelines for interpretive NPS Special Directive 83-3, Accessibility
media that can apply to every for Disabled Persons
situation in the National Park
System. Audiovisual Programs
Audiovisual programs include
These guidelines define a high level video programs, and audio and
of programmatic access which can interactive programs. As a matter
be met in most situations. They of policy, all audiovisual programs
articulate key areas of concern produced by the Harpers Ferry
and note generally accepted Center will include some method
solutions. Due to the diversity of of captioning. The approach used
park resources and the variety of will vary according to the conditions
interpretive situations, flexibility and of the installation area and the
versatility are important. format used, and will be selected
in consultation with the parks and
Each interpretive medium regions.
contributes to the total park
program. All media have inherent The captioning method will be
strengths and weaknesses, and it identified as early as possible in
is our intent to capitalize on their the planning process and will be
strengths and provide alternatives presented in an integrated setting
where they are deficient. It should where possible. To the extent
also be understood that any possible, visitors will be offered
interpretive medium is just one a choice in viewing captioned
component of the overall park or uncaptioned versions, but in
experience. In some instances, situations where a choice is not
especially with regard to learning possible or feasible, a captioned
disabilities, personal services, that version of all programs will be made
is one-on-one interaction, may be available. Park management will
the most appropriate and versatile decide on the most appropriate
interpretive approach. operational approach for the
particular site.
In the final analysis, interpretive
design is subjective, and dependent Guidelines Affecting Visitors
on aesthetic considerations as well with Mobility Impairments
as the particular characteristics and
resources available for a specific 1. The theater, auditorium, or
program. Success or failure should viewing area should be accessible
be evaluated by examining all and free of architectural barriers,
interpretive offerings of a park. Due or alternative accommodations
to the unique characteristics of each will be provided. UFAS 4.1.
situation, parks should be evaluated 2. Wheelchair locations will be
on a case by case basis. Nonetheless, provided according to ratios
34
Appendix A
outlined in UFAS 4.1.2(18a). thoughtful, sensitive design can go a
3. Viewing heights and angles will be long way in producing exhibits that
favorable for those in designated can be enjoyed by a broad range
wheelchair locations. of people. Yet, due to the diversity
4. In designing video or interactive of situations encountered, it is
components, control mechanisms impossible to articulate guidelines
will be places in accessible that can be applied universally.
locations, usually between 9” and
48” from the ground and no more In some situations, the exhibit
than 24” deep. designer has little or no control
over the space. Often exhibits are
Guidelines Affecting Visitors placed in areas ill suited for that
with Visual Impairments purpose; they may incorporate
large or unyielding specimens,
Simultaneous audio they may incorporate sensitive
description will be artifacts which require special
considered for installations environmental controls; and room
where the equipment can décor or architectural features may
be properly installed and dictate certain solutions. All in all,
maintained. exhibit design is an art which defies
simple description. However, one
Guidelines Affecting Visitors central concern is to communicate
the message to the largest audience
with Hearing Impairments
possible. Every reasonable effort
will be made to eliminate ant
1. All audiovisual programs will
factors limiting communication
be produced with appropriate
through physical modification or
captions.
by providing alternate means of
2. Copies of scripts will be provided
communication.
to the parks as a standard
procedure.
3. Audio amplification and listening Guidelines Affecting Visitors
systems will be provided in with Mobility Impairments
accordance with UFAS 4.1.2(18b).
Note: The Americans with
Guidelines Affecting Visitors Disabilities Act Accessibility
with Learning Impairments Guidelines (ADAAG) is the
standard followed by the National
1. Unnecessarily complex and Park Service and is therefore the
confusing concepts will be basis for the accessibility standards
avoided. for exhibits, where applicable.
2. Graphic elements will be chosen
to communicate without reliance 1. Height/position of labels: Body
on the verbal component. copy on vertical exhibit walls
3. Narration will be concise and should be placed between 36” and
free of unnecessary jargon and 60” from the floor.
technical information. 2. Artifact Cases:
a. Maximum height of floor of
artifact case display shall be
Exhibits no higher than 30” from the
Numerous factors affect the design floor of the room. This includes
of exhibits, reflecting the unique vitrines that are recessed into
circumstances of the specific space an exhibit wall.
and the nature of the materials b. Artifact labels should be placed
to be interpreted. It is clear that so as to be visible to a person
35
Appendix A
within a 43” to 51” eye level. reaches a dead-end, and area
This includes mounting labels 60” by 78” should be provided
within the case at an angle to at the end for turning around.
maximize its visibility to all c. Objects projecting from
viewers. walls with their leading edges
3. Touchable Exhibits: Touchable between 27” and 80” above the
exhibits positioned horizontally floor shall protrude no more
should be placed no higher than than 4” in passageways or aisles.
30” from the floor. Also, if the Objects projecting from wall
exhibit is approachable only on with their leading edges at or
one side, it should be no deeper below 27” above the floor can
than 31”. protrude ant amount.
4. Railings/barriers: Railings around d. Freestanding objects mounted
any horizontal model or exhibit on posts or pylons may
shall have a maximum height of overhang a maximum of 12”
36” from the floor. from 27” to 80” above the floor.
5. Information Desks: Information (ADAAG 4.4.1)
desks and sales counters shall e. Protruding objects shall not
include a section made to reduce the clear width of an
accommodate both a visitor in accessible route to less than the
a wheelchair and an employee minimum required amount.
in a wheelchair working on the (ADAAG 4.4.1)
other side. A section of the desk/ f. Passageways or other circulation
counter shall have the following spaces shall have a minimum
dimensions: clear head room of 80”. For
a. Height from the floor to the top: example, signage hanging from
28” to 34”. (ADAAG 4.32.4) the ceiling must allow at least
b. Minimum knee clearance 80” from the floor to the bottom
space: 27” high, 30” wide, of the sign. (ADAAG 4.4.2)
and 19” deep of clearance 7. Floors:
underneath the desk is the a. Floors and ramps shall be
minimum space required under stable, level, firm, and slip-
ADAAG 4.32.3, but a space 30” resistant.
high, 36” wide, and 24” deep is b. Changes in levels between ¼”
recommended. and ½” shall be beveled with
c. Width of top surface of section: a slope no greater than 1:2.
at least 36”. Additional space Changes in level greater than ½”
must be provided for any shall be accomplished by means
equipment such as a cash of a ramp that complies with
register. ADAAG 4.7 or 4.8. (ADAAG
d. Area underneath desk: Since 4.5.2)
both sides of the desk may have c. Carpet in exhibits shall comply
to accommodate a wheelchair, with ADAAG 4.5.3 for pile
this area should be open all the height, texture, pad thickness,
way through to the other side. and trim.
In addition, there should be 8. Seating for Interactive Stations/
no sharp or abrasive surfaces Work Areas: The minimum knee
underneath the desk. The floor space underneath a work desk is
space behind the counter shall 27” high, 30” wide, and 19” deep,
be free of obstructions. with a clear floor space of at least
6. Circulation Space: 30” by 30” in front. The top of
a. Passageways through exhibits the desk or work surface shall be
shall be at least 36” wide. between 28” and 34” from the
b. If an exhibit passageway floor. (ADAAG 4.32, Fig. 45)
36
Appendix A
Guidelines Affecting Visitors c. Do not place body copy on top
with Visual Impairments of graphic images that impair
readability.
1. Tactile models and other 4. Samples: During the design
touchable exhibit items should process, it is recommended that
be used whenever possible. samples be made for review
Examples of touchable exhibit of all size, typeface, and color
elements include relief maps, scale combinations for labels in an
models, raised images of simple exhibit.
graphics, reproduction objects, 5. Exhibit Lighting:
and replaceable objects (such a. All labels shall receive sufficient,
as natural history or geologic even light for good readability.
specimens, cultural items, etc.). Exhibit text in areas where
2. Typography: Readability of exhibit light levels have been reduced
labels by visitors with various for conservation purposes
degrees of visual impairment should have a minimum of 10
shall be maximized by using the footcandles of illumination.
following guidelines: b. Harsh reflections and glare
a. Type Size: No type in the should be avoided.
exhibit shall be smaller than 24 c. The lighting system shall
point. be flexible enough to allow
b. Typeface: The most readable adjustments on-site.
typefaces should be used d. Transitions between the
whenever possible, particularly floor and walls, columns or
for body copy. They are: Times other structures should be
Roman, Palatine, Century, made clearly visible. Finishes
Helvetica, and Universe. (Note: for vertical surfaces should
since the development of these contrast clearly with the floor
guidelines, typefaces NPS finish. Floor circulation routes
Rawlinson and Frutiger should should have a minimum of 10
be added.) footcandles of illumination.
c. Styles/Spacing: Text set in both 6. Signage: When permanent
caps and lower case is easier to building signage is required
read than all caps. Choose letter as a part of an exhibit project,
spacing and word spacing for the ADAAG guidelines shall be
maximum readability. Avoid too consulted. Signs which designate
much italic type. permanent rooms and spaces
d. Line length: Limit the line shall comply with ADAAG 4.30.1,
length for body copy to no 4.30.4, 4.30.5, and 4.30.6. Other
more than 45 to 50 characters signs which provide direction to
per line. or information about functional
e. Amount of Text: Each unit spaces of the building shall
of body copy should have a comply with ADAAG 4.30.1,
maximum of 45-60 words. 4.30.2, 4.30.3, and 4.30.5. Note:
f. Margins: Flush left, ragged right When the International Symbol of
margins are easiest to read. Accessibility (wheelchair symbol)
3. Color: is used, the word “Handicapped”
a. Type/Background Contrast: shall not be used beneath the
Percentage of contrast between symbol. Instead, use the word
the type and the background “Accessible”.
should be a minimum of 70%.
b. Red/Green: Do not use red on
green or green on red as the
type/background color.
37
Appendix A
Guidelines Affecting Visitors or personalities commemorated by
with Hearing Impairments the park.
1. Information presented via audio Accessibility is problematic in many
formats will be duplicated in a NPS furnished sites because of the
visual medium, such as in the very nature of historic architecture.
exhibit label copy or by captioning. Buildings were erected with a
All video programs incorporated functional point of view that many
into the exhibit, which contain times is at odds with our modern
audio, shall be open captioned. views of accessibility.
2. Amplification systems and volume The approach used to convey the
controls should be incorporated experience of historically furnished
with audio equipment used spaces will vary from site to site.
individually by the visitor, such as The goals, however, will remain the
audio handsets. same, to give the public as rich an
3. Information desks shall allow for interpretive experience as possible
Telecommunication Devices for given the nature of the structure.
the Deaf (TDD) equipment.
Guidelines Affecting Visitors
Guidelines Affecting Visitors with Mobility Impairments
with Learning Impairments
1. The exhibit space should be
1. The exhibits will present the main free of architectural barriers,
interpretive themes on a variety or a method of alternate
of levels of complexity, so people accommodation should be
with varying abilities and interests provided, such as slide programs,
can understand them. video tours, visual aids, dioramas,
2. The exhibits should avoid etc.
unnecessarily complex and 2. All pathways, aisles, and
confusing topics, technical terms, clearances shall (when possible)
and unfamiliar expressions. meet standards set forth in UFAS
Pronunciation aids should be 4.3 to provide adequate clearance
provided where appropriate. for wheelchair routes.
3. Graphic elements shall be used to 3. Ramps shall be as gradual as
communicate non-verbally. possible and not exceed a 1” rise
4. The exhibits shall be a multi- in a 12” run, and conform to UFAS
sensory experience. Techniques 4.8.
to maximize the number of senses 4. Railings and room barriers will
used in the exhibits should be be constructed in such a way as to
encouraged. provide unobstructed viewing by
5. Exhibit design shall use color persons in wheelchairs.
and other creative approaches 5. In the planning and design
to facilitate comprehension of process, furnishing inaccessible
maps by visitors with directional areas, such as upper floors
impairments. of historic buildings, will be
discouraged, unless essential for
Historic Furnishings interpretation.
Historically refurnished rooms offer 6. Lighting will be designed to
the public a unique interpretive reduce glare or reflections when
experience by placing visitors within viewed from a wheelchair.
historic spaces. Surrounded by 7. Alternative methods of
historic artifacts, visitors can feel interpretation, such as audiovisual
the spaces “come alive” and relate programs, audio description,
38 more directly to the historic events photo albums, and personal
Appendix A
services will be used in areas Publications
which present difficulty for visitors A variety of publications are
with physical impairments. offered to visitors, ranging from
park brochures which provide an
Guidelines Affecting Visitors overview and orientation to a park,
with Visual Impairments to more comprehensive handbooks.
Each park brochure should give
1. Exhibit typefaces will be selected a brief description of services
for readability and legibility, and available to visitors with disabilities,
conform to good industry practice. list significant barriers, and note the
2. Audio description will be used to existence of TDD phone numbers, if
describe furnished rooms, where available.
appropriate.
3. Windows will be treated with film In addition, informal site bulletins
to provide balanced light levels are often produced to provide
and minimize glare. more specialized information
4. Where appropriate, visitor- about a specific site or topic. It
controlled rheostat-type lighting is recommended that each park
will be provided to augment produce an easily updatable
general room lighting. “Accessibility Site Bulletin” which
5. Where appropriate and when could include detailed information
proper clearance has been about the specific programs,
approved, surplus artifacts or services, and opportunities available
reproductions will be utilized as for visitors with disabilities and to
“hands-on” tactile interpretive describe barriers which are present
devices. in a park. A template for this site
bulletin will be on the Harpers
Guidelines Affecting Visitors Ferry Center website for parks to
with Hearing Impairments create with ease, a consistent look
throughout the park service. These
1. Information about room interiors bulletins should be in large type.
will be presented in a visual 16 points minimum and follow the
medium such as exhibit copy, text, large-print criteria below.
pamphlets, etc.
2. Captions will be provided for all Guidelines Affecting Visitors
AV programs relating to historic with Mobility Impairments
furnishings.
1. Park brochures, site bulletins, and
Guidelines Affecting Visitors sales literature will be distributed
with Learning Impairments from accessible locations and
heights.
1. Where appropriate, hands-on 2. Park brochures and Accessibility
participatory elements geared to Site Bulletins should endeavor
the level of visitor capabilities will to carry information on the
be used. accessibility of buildings, trails,
2. Living history activities and and programs by visitors with
demonstrations which utilize disabilities.
the physical space as a method
of providing multi-sensory Guidelines Affecting Visitors
experiences will be encouraged. with Visual Impairments
1. Publications for the general
public:
39
Appendix A
a. Text v. Margins are flush left and
i. Size: the largest type size ragged right.
appropriate for the format. vi. Little or no hyphenation
(preferred main body of is used at ends of lines.
text should be 10 point) vii. Ink coverage is dense.
ii. Leading should be at least viii.Underlining does not
20% greater than the font connect with letters
size used. being underlined.
iii. Proportional ix. Contrast of typeface
letterspacing. and illustrations to
iv. Main body of text set in background is high (70%
caps and lower case. contrast is ommended)
v. Margins are flush left and x. Photographs have a
ragged right. wide range of gray scale
vi. Little or no hyphenation variation.
is used at ends of lines. xi. Line drawings or floor
vii. Ink coverage is dense. plans are clear and bold,
viii. Underlining does not with limited detail and
connect with the letters minimum 14 point type.
being underlined. xii. No extreme extended or
ix. Contrast of typeface compressed typefaces are
and illustrations to used for main text.
background is high (70% xiii. Sans-serif or simple-
contrast is ommended) serif typefaces.
x. Photographs have a xiv. No oblique or italic
wide range of gray scale typefaces
variation. xv. Maximum of 50
xi. Line drawings or floor characters (average) per
plans are clear and bold, line.
with limited detail and xvi. No type is printed over
minimum 8 point type. other designs.
xii. No extreme extended or xvii. Document has a flexible
compressed typefaces are binding, preferably
used for main text. one that allows the
xiii. Reversal type should be publication to lie flat.
a minimum of 11 point xviii. Gutter margins are a
medium or bold sans- minimum of 22mm;
serif type. outside margin smaller,
b. Paper: but not less than 13mm
i. Surface preferred is a matte b. Paper:
finish. Dull-coated stock is i. Surface is off-white or
acceptable. natural with matte finish.
ii. Has sufficient weight to ii. Has sufficient weight to
avoid “shoe through” on avoid “show-through”
pages printed on both on pages printed on both
sides. sides.
2. Large-print version publications 3. Maps
a. Text a. The less cluttered the map, the
i. Size: minimum 16 point more visitors can use it.
type. b. The ultimate is a map that has
ii. Leading is 16 on 20 point large print and is tactile.
iii. Proportional etterspacing c. Raised line/tactile maps can be
iv. Main body if text set in developed using digital files and
caps and lower case. a thermoform machine. Lines
40
Appendix A
are distinguished by lineweight, b. Topics will be specific
color, and height. Areas are and of general interest.
distinguished by color, height, Unnecessary complexity will
and texture. be avoided.
d. Digital maps are located on an
c. Whenever possible, easy to
accessible website.
understand graphics will be
e. Same paper guidelines as above.
f. Contrast of typeface used to convey ideas, rather
background is high (70% then text alone
contrast is recommended). d. Unfamiliar expressions,
g. Proportional letterspacing. technical terms, and
h. Labels set in caps and lower jargon will be avoided.
case. Pronunciation aids and
i. Map notes are flush left and definitions will be provided
ragged right. where needed.
j. Little or no hyphenation is used e. Text will be concise and
at ends of lines.
free of long paragraphs and
k. No extreme extended or
wordy language.
compressed typefaces are used
for main text.
l. Sans-serif or simple-serif Wayside Exhibits
typeface. Wayside exhibits, which include
4. The text contained in the park outdoor interpretive exhibits
brochure should also be available and signs, orientation shelter
on audiocassette, CD and exhibits, and bulletin boards,
accessible website. Handbooks, offer special advantages to visitors
accessibility guides, and other with disabilities. The liberal use of
publications should be similarly photographs, artwork, diagrams,
recorded where possible. and maps, combined with highly
5. The official park brochure is readable type, make wayside
available in a word processing exhibits an excellent medium for
format. This could be translated visitors with hearing and learning
into Braille as needed. impairments. For visitors with sight
impairments, waysides offer large
Guidelines Affecting Visitors type and high legibility.
with Hearing Impairments
Although a limited number of NPS
wayside exhibits will always be
Park site bulletins will note inaccessible to visitors with mobility
the availability of such special impairments, the great majority
services as sign language are placed at accessible pullouts,
interpretation and captioned viewpoints, parking areas, and
programs. trailheads.
Guidelines Affecting Visitors The NPS accessibility guidelines
with Learning Impairments for wayside exhibits help insure
a standard of quality that will be
appreciated by all visitors. Nearly
1. The park site bulletin should
everyone benefits from high quality
list ant special services available graphics, readable type, comfortable
to these visitors. base designs, accessible locations,
2. Publications: hard-surfaced exhibit pads, and
a. Use language that well-landscaped exhibit sites.
appropriately describes
persons with disabilities 41
Appendix A
While waysides are valuable on- interpretation covering the same
site “interpreters,” it should be subject matter. Examples include
remembered that the park resources audio tours, radio messages, and
themselves are the primary things ranger talks.
visitors come to experience. Good 5. Appropriate tactile cues should be
waysides focus attention on the provided to help visually impaired
features they interpret, and not on visitors locate exhibits.
themselves. A wayside exhibit is only
one of many interpretive tools which Guidelines Affecting Visitors
visitors can use to enhance their with Hearing Impairments
appreciation of a park.
1. Wayside exhibits will
Guidelines Affecting Visitors communicate visually, and will
with Mobility Impairments rely on graphics to interpret park
resources.
1. Wayside exhibits will be installed 2. Essential information included
at accessible locations whenever in audio station messages will be
possible. duplicated in written form, either
2. Wayside exhibits will be installed as part of the exhibit text or with
at heights and angles favorable for printed material.
viewing by most visitors, including
those in wheelchairs. For standard Guidelines Affecting Visitors
NPS low-profile units, the with Learning Impairments
recommended height is 30” from
the bottom of the exhibit panel
1. Topics for wayside exhibits will
to the finished grade; for vertical
be specific and of general interest.
exhibits the height of 6-28”.
Unnecessary complexity will be a
3. Trailhead exhibits will include
voided.
information on trail conditions
2. Whenever possible, easy to
which affect accessibility.
understand graphics will be used
4. Wayside exhibit sites will have
to convey ideas, rather than text
level, hard surfaced exhibit pads.
alone.
5. Exhibit sites will offer clear,
3. Unfamiliar expressions, technical
unrestricted views of park features
terms, and jargon will be avoided.
described in the exhibits.
Pronunciation aids and definitions
will be provided where needed.
Guidelines Affecting Visitors 4. Text will be concise and free
with Visual Impairments of long paragraphs and wordy
language.
1. Exhibit type will be as legible and
readable as possible.
2. Panel colors will be selected to
reduce eyestrain and glare, and
to provide excellent readability
under field conditions. White
should not be used as a
background color.
3. Selected wayside exhibits may
incorporate audio stations or
tactile elements such as models,
texture blocks, and relief maps.
4. For all major features interpreted
by wayside exhibits, the
park should offer non-visual
42
APPENDIX B
43
As the nation's principal conservation agency, the Department of the Interior has the responsibility for most of our nationally owned
public lands and natural resources. This includes fostering sound use of our land and water resources; protecting our fish, wildlife,
and biological diversity; preserving the environmental and cultural values of our national parks and historical places; and providing
for the enjoyment of life through outdoor recreation. The department assesses our energy and mineral resources and works to
ensure that their development is in the best interests of all our people by encouraging stewardship and citizen participation in their
care. The department also has a major responsibility for American Indian reservation communities and for people who live in island
territories under U.S. administration.
NPS D-91 / March 2007/ Printed on recycled paper
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