Inspired by participation in the 2014 version of the Stewardship of Public Lands seminar, hosted by the Yellowstone Association Institute and sponsored by the American Association of State Colleges and Universities' American Democracy Project, the author's first goal was the creation of a "Sophomore Seminar" course themed on "Parks, Monuments, and Public Lands" in American history. A second goal was to intersect this idea with the concept of "Pedagogical Triangulation" as articulated by James Schul in an article reviewing the ways in which advocates endorsed the needs and goals of teaching history in the past. Schul reviews the traditionalist approach, the social scientist approach, and the social meliorist approach of history pedagogy, asking the reader to consider the relevance of combining the strengths of each approach to the teaching of history today. Each of these approaches will be defined and unpacked in this article, while concrete examples from the "Parks, Monuments, and Public Lands" course are illustrated to underscore the relevance and possibilities of using the "Pedagogical Triangle" as an organizational concept in the teaching of history. This review argues that the theme of America's public lands not only provides an abundant range of informative opportunities for students to build context in the traditional sense of studying history, but also offers the opportunity to develop both inquiry and research skills.