GEOLOGICAL UNDERSTANDING RESIDES IN LOCAL PLACES
Place studies of significant localities within an indigenous homeland can be organized into geoscience courses that meet a basic meta-objective of teaching geological reasoning through inquiry. A principal difference is that the geological attributes of the homeland will control the course content. By means of a learning-cycle approach, students can re-introduce themselves to a locality through geological exploration, and derive key dynamic principles such as relative time or rock-forming processes in subsequent stages. Examples of this approach in the context of Native American homelands in Arizona and environs will be presented. Where an indigenous homeland has undergone significant physical and cultural change, field-based place studies may be better supplanted by virtual studies, now made possible by instructional technology, that help students visualize a regions pre-conquest geography.
Any introductory student residing in a given region can benefit from this approach, whether Native American or not. Geological understanding of the signature places of ones home (e.g., the Grand Canyon in Arizona; Cascade volcanoes in the Pacific Northwest) is, or should be, part of ones cultural literacy.