...... forum journal National Trust Forum Peter H. Brink Senior Vice President, Programs Katherine Adams Director, Center for Preservation Leadership Elizabeth Byrd Wood Editor Katherine V. Stevenson Guest Editor, Public Policy Max A. van Balgooy Guest Editor, Stewardship of Historic Sites Kerri Rubman Assistant Editor Bruce Yarnall Business Manager National Trust for Historic Preservation Richard Moe President David J. Brown Executive Vice President Peter H. Brink Senior Vice President, Programs Gregory A. Coble Vice President, Finance, Human Resources & Information Technology Paul Edmondson Vice President and General Counsel Stanley A. Lowe Vice President for Community Revitalization Dolores McDonagh Vice President, Membership Nancy E. Perkins Vice President, Development James Vaughan Vice President, Stewardship of Historic Sites Emily Wadhams Vice President, Public Policy National Trust Center for Preservation Leadership Advisory Board Dan Becker National Alliance of Preservation Commissions Caroline Boyce National Trust Board of Advisors Pratt W. Cassity University of Georgia Lisbeth Cort Washington Trust for Historic Preservation Bruce D. Judd, FAIA Architectural Resources Group David Mertz National Council for Preservation Education Heather MacIntosh Preservation Action Nancy Miller Schamu National Conference of State Historic Preservation Officers Donna J. Seifert Society for Historical Archaeology de Teel Patterson Tiller National Park Service

The National Trust, concerned about the responsible stewardship of the environment, has published this journal on recycled paper that meets the EPA mandate of containing at least 50% waste paper.

Chartered by Congress in 1949, the National Trust provides leadership, advocacy, and resources to save America’s diverse historic places and revitalize communities.

Forum Journal, a Journal of the National Trust for Historic Preservation, (ISSN 1536-1012) (USPS Publication Number 001- 715) is published quarterly by the Center for Preservation Leadership at the National Trust for Historic Preservation, 1785 Mass- achusetts Avenue, N.W., Washington, D.C. 20036 as a benefit of National Trust Forum membership. Forum members also receive six issues of Forum News, and six issues of Preservation magazine. Annual dues are $115. Periodicals paid at Washington, D.C. Postmaster: Send address changes to National Trust Forum, 1785 Massachusetts Avenue, N.W., Washington, D.C. 20036. Copyright © 2004 National Trust for Historic Preservation in the United States. Printed in the United States. Of the total amount of base dues, $6.00 is for a subscription for Preservation magazine for one year. Support for the National Trust is provided by membership dues; endowment funds; individual, corporate, and foundation contributions; and grants from state and federal agencies. National Trust Forum Journal is a forum in which to express opinions, encourage debate, and convey information of importance and of general interest to National Trust Forum members. Inclusion of material or product references does not constitute an endorsement by the National Trust for Historic Preservation.

...... 1 F ALL 2004 contents...... Fall 2004 • Volume 19 • No. 1

Heritage Education and Historic Preservation: Partners or Acquaintances? Max A. van Balgooy ...... 4

Heritage Education–Louisiana: Developing a Model for Teacher Training Sheila Richmond ...... 14

Teaching with Historic Places Looks Back, Looks Forward Carol D. Shull ...... 22

Creating Award-Winning School Programs Max A. van Balgooy ...... 31

What Do Children Learn When They Go on a Field Trip to Henry Clay’s Estate? A. Gywnn Henderson and Linda S. Levstik ...... 39

Teaching “Street Smarts”: The Los Angeles Conservancy’s Kids’ Guide to Broadway Jane McNamara and Trudi Sandmeier ...... 48

Ten Things You Can Do to Improve Heritage Education in Your Community Katherine V. Stevenson ...... 54

Cover photos: Large Photo: Mementos of Woodrow Wilson’s political career displayed in his Washington, D.C., home. Photo by Ron Blunt. Top Left: Elementary school student on a field trip to the Henry Clay Estate. Photo courtesy of the Kentucky Archaeological Survey. Center: The Kids’ Guide to Broadway explores a six-block stretch of Broadway in downtown Los Angeles. Top Right: Wright Brothers National Memorial in North Carolina. Photo courtesy of National Park Service.

...... 3 F ALL 2004 many things—there is no stan- Heritage Education and dard definition. It is typically Historic Preservation: based on the study of a building, site, or place (rather than docu- Partners or Acquaintances? ments or textbooks); is regional ...... Max A. van Balgooy or local in focus (although often tied to national themes); In 1951, as the National Trust tion has become a key value incorporates multiple disci- for Historic Preservation was in the National Trust’s new plines in the humanities and grappling with the acquisition strategic plan and the responsi- social sciences (such as arche- of its first historic site—Wood- bility for education is shared ology, history, and geography); lawn—it encountered a chal- throughout the organization. is primarily for children (rather lenge that would continue Education is a central element than adults); and often uses through today: in most preservation organi- interactive and participatory “If an historic site or zations and historic sites approaches that encourage building is open to the public throughout the country but, observation and discovery (not regularly, as much care should much like the variety of sites lectures, readings, or other be given to its presentation to that have been preserved, there didactic methods). the visiting public as was given are a variety of approaches to Heritage education pro- to the restoration. It is not education, much of it done grams vary tremendously and enough to throw the doors under the umbrella of “heritage have been defined as activities open and wait for the crowd education.” that: For these programs, his- Heritage education can that ofttimes never material- • encourage the preserva- tory and heritage are often take a variety of forms at izes. It is not enough to assign Heritage Education: tion or restoration of the associated but distinctive—a historic sites. The Lower to the job of reception and Another Term for cultural heritage perception that’s shared by East Side Tenement explanation just anybody who • offer educational field most Americans. A recent Teaching History? Museum in New York is available cheap. Most often trip programs coordinated with study showed that most Amer- helps students, teachers, it is in this final phase of In the January/February 1992 district curricula and state and icans like heritage but not history.3 and others explore the lives preservation that reputations issue of Forum Journal, Kath- national standards of learning For many, history is the boring, of immigrant families are made or broken.”1 leen Hunter proposed that • explore the commu- irrelevant study of names and through guided tours of Like two sides of a coin, heritage education is “an nity—its place in national and dates in the classroom while the building and historic preservation involves approach to teaching and world events, its relationship heritage is a personal apprecia- neighborhood, living both protecting and interpret- learning about history and to the natural environment, tion of one’s own family, cul- history reenactments in ing historic sites. culture that uses information and its cultural heritage as ture, or region. Surprisingly, the apartments, web- This issue of Forum Jour- available from the material expressed in traditions and cel- this study also showed that based resources, exhibits nal examines the status of culture and the human and ebrations, literature and arts, Americans believe that muse- in the windows, training heritage education today and built environments as primary economic practices, responses ums and historic sites are the for teachers, and follows up on an issue pub- instructional resources.” to crises, and everyday life and most trustworthy sources of classroom activities lished more than a decade ago As you will discover in • combat vandalism of learning about the past—more for students. Photo: in January 1992. In the inter- reading the following articles, cultural resources and teach reliable than movies, books, National Trust for vening decade, heritage educa- “heritage education” can mean stewardship.2 teachers, college professors, Historic Preservation.

4 ...... 5 F ORUM J OURNAL F ALL 2004 more time on administration have moved to the national this award-winning program Heritage Education and discipline, but they are level thanks to recent efforts which has produced more Beyond the Classroom increasingly limited in what by the Gilder Lehrman Insti- than 115 lesson plans for use Although school programs they can teach. Heritage edu- tute of American History, the in the classroom or at the sites. have been the easiest way to cation is only a part of the National Endowment for the More hurdles to effective reach large numbers of chil- larger discipline of social Humanities’ We the People heritage education programs dren, it may not be possible to studies, which is receiving less initiative, and the U.S. are erected each year. Funding offer them everywhere. Some attention due to the recent Department of Education’s for field trips has been cur- heritage education programs Leave No Child Behind Act.4 Teaching American History grant tailed drastically during the are being designed or reconfig- Federal funding will be allo- program. last decade in nearly every ured to reach children in other cated based upon a student’s Unfortunately, most of school district. When funding ways, such as targeting youth success in math and reading these institutes rely on the is available, competition among groups (like scouts); offering (and eventually science), thus familiar classroom-based instruc- destinations is fierce and activities outside of school many schools are moving his- tion using textbooks and docu- teachers have a long menu of hours (such as after school pro- tory and social studies to the mentary sources and overlook attractive choices, including grams, weekend events, or sum- periphery. As we know, what is the educational value of visit- historic sites, museums, zoos, mer camps); or providing mate- tested is what is taught. ing and studying historic amusement parks, and shop- rials for children in the form of Furthermore, teachers, places. It’s up to us to help ping malls. In addition, many publications or websites. especially at the elementary teachers cross this threshold. schoolchildren must get by The Los Angeles Conser- Workshops and institutes eyewitnesses, and even grand- level, need to teach several In a 2004 members’ newsletter without sufficient access to vancy’s Kids’ Guide to Broad- are increasingly popular parents. Historic sites have the subjects at a superficial level. of the National Council for libraries, computers, or other way interactive booklet with ways for teachers to gain “real stuff” and use a variety of Their last class in United Public History, Executive learning resources. related web resources is one historical understanding perspectives and sources to States history may have been Director David Vanderstel It is clear that heritage example. It is described here and learn new teaching develop their interpretation— in their first year of college; reminds us that, “We need to education programs must be by the LA Conservancy’s for- methods to foster heritage resulting in a richer and more they almost certainly will help K-12 educators understand designed to accommodate the mer Director of Education education. This workshop accurate educational experi- not have studied architecture, the rich resources of archives, needs, interests, and limita- Jane McNamara and Broad- on North American ence. That’s great news for archeology, or geography; and museums, historic sites, and tions of today’s schools. The way Initiative Coordinator slavery offered by the those of us working with his- they will be unfamiliar with even their own neighborhoods best way to do that is to have Trudi Sandmeier. This versa- Gilder Lehrman Institute toric sites—and also a great heritage education and his- and communities as historical experienced teachers actively tile tool—in two languages— of American History not responsibility. toric preservation. teaching tools.” involved in program develop- shows young people how to only included lectures by Meeting this need are the The National Park Ser- ment. The Louisiana Teacher “read” and explore architec- historian Ira Berlin but Schools: Challenges increasingly popular teacher vice’s Teaching with Historic Training Program discussed by ture in their community, on also visits to Mount and Opportunities institutes—one-to-six day sem- Places program was developed Sheila Richmond, Heritage their own or with help from Vernon and the Frederick inars that focus on both con- to help teachers bring the Education Program manager family members, teachers, or Douglass National Heritage education programs tent and pedagogy. Because study of historic places to for the National Center for group leaders. Historic Site. Photo: often target school groups as institutes teach teachers rather their classes, enhancing learn- Preservation Technology and National Trust for the most effective way to reach than students, these can more ing in diverse disciplines. In Training, presents a model Making Good Use of Historic Preservation. large numbers of children— effectively reach a larger her article, Carol D. Shull, approach for engaging class- Historic Sites but that is quickly changing. number of children. Typically keeper of the National Regis- room teachers in the planning Not only are teachers spend- provided at a state or local level ter, describes the development process. In the United States, many ing less time teaching and by historical societies, they and the accomplishments of museums are historic sites but

6 ...... 7 F ORUM J OURNAL F ALL 2004 historic sites are not always museums, historical societies, excellence in classrooms that Renewed Interest in ...... museums. Despite that fact, schools, and colleges. And we know are successfully lead- Heritage Education ask most people what to do most teachers and historians ing students to high levels of Despite the lack of any sus- [M]ost teachers and with a site worth preserving are trained to study documents achievement,” notes Denee tained national leadership, historians are trained and they’ll tell you to turn it and give lectures—materials Mattioli, president of the heritage education continues into a museum. and methods that are least National Council for the to grow, primarily at the state to study documents Yet we are slowly becom- likely to make effective use of Social Studies. “We need and regional levels.7 and give lectures— ing aware that the standards historic sites. You can always strong, solid, valid, and reli- Training for historic site and practices followed by recognize the failures: The able research to support what staff in both content and materials and most museums cannot (or buildings are used as illustra- is best in social studies teach- techniques is becoming more methods that are should not) be followed by tions rather than evidence and ing and learning. We need to widely available. A variety of historic sites. Museums typi- the program can be presented know empirically not only organizations, such as the least likely to make cally do not expose their most in the parking lot just as well what works but also how it American Association for effective use of important artifacts to wear as in the parlor. works and why it works.”5 State and Local History and and damage every day. Yet In their article “What Do This concern is shared by the National Association for historic sites. historic sites are displayed Children Learn When They those of us who create heritage Interpretation, regularly offer ...... outside every day in rain and Go on a Field Trip to Henry education programs, but who workshops. Some of this train- sun, visitors are encouraged to Clay’s Estate,” educators A. often have little time for ing will be sustained by walk in and on them, and Gwynn Henderson and Linda evaluation and research. Based a recently created endowment people are permitted to use S. Levstik analyze what knowl- on my study of award-winning at the National Trust, which them as bed and breakfast edge and insights a group of school programs, I offer some will support national programs inns or restaurants. fifth-graders gained from a suggestions for fundamental on the interpretation of his- Furthermore, museums coordinated program of field elements that should be a part toric sites. The next step for typically remove objects from trips to a museum and a his- of any successful heritage edu- improvement is to conduct on- their context, while historic toric site, including hands-on cation program. site program assessments and sites work hard to preserve archeology experience. But Another measure of suc- staff training, an effort that context, placing a higher value they also caution against some cess is to evaluate a program the National Park Service is on objects and buildings limitations of this type of based on one of the many pioneering in collaboration original to the site. The issue learning and the need to benchmarks that are now avail- with the Organization of of context is so important that address some surprising mis- able. In the last few years the American Historians and that historic sites are broadening conceptions by the students Association for Supervision the American Association of their focus from individual who participated. and Curriculum Development, Museums is expanding in its buildings to the surrounding Tri-State Coalition for Historic Museum Assessment Program.8 landscape, including neigh- Figuring Out What Places, American Historical We are fortunate that borhoods and cities. A farm- Works Association, American Associ- Interpreting Our Heritage, Inter- house is best understood with ation of Museums, and Interna- pretation of Historic Sites, and its fields, and a railroad depot We need to know which her- tional Council on Monuments Interpretation of Ordinary Land- by the adjacent tracks. itage education programs are and Sites have each created scapes, and other classics from But most heritage educa- effective and why. “We cannot standards to aid in evaluation the past are now joined by tion programs draw their inspi- rely on observations and testi- and improve practices in edu- many books produced in ration from work done in monials that describe the cational programming.6 recent years. Interpreting His-

8 ...... 9 F ORUM J OURNAL F ALL 2004 largest shares of giving.10 Day, an effort to have students to demonstrate the value of In her article, Katherine study the history of their own historic sites, but when sites Stevenson suggests 10 ways school and link it to larger prove to be economically that citizens can help preser- preservation issues. viable, education takes a vation organizations and his- The National Trust’s 25 minor, often peripheral role. toric sites to improve heritage historic sites are on the fore- Education seems to be the education programming, and front of heritage education, “purpose of last resort.” many of her ideas can form reaching nearly one million This type of limited the basis for fundraising people annually across the thinking compels preservation appeals. These recommen- country. The strength of these to the dustbin of irrelevancy. dations are practical, even sites is that they represent a First of all, if we preserve sites for organizations with limited wide range of resources and to educate and educate to pre- means. approaches, thus creating a serve sites, we’ve put ourselves deep pool of ideas. Thanks to in a cyclical pursuit that col- At the National Trust a challenge grant from the lapses upon itself. Instead, we National Endowment for the need to think more broadly. The National Trust for Historic Humanities and several gener- Education should be an toric House Museums, Great Preservation is working on sev- ous donors, a new endowed integral part of every preser- Historic sites differ from Tours, The Power of Place, and eral fronts to improve heritage fund provides small grants to vation project and historic museums in several Understanding Ordinary Land- education in the United States. improve or enhance interpre- preservation must be a part of significant ways. For scapes are among the many The Board of Advisors, which tation and education at every heritage education pro- example, museums new books that show a diver- consists of representatives National Trust historic sites. In gram, from beginning to end. typically remove objects sity of ways in which historic from every state, has taken up its first three years, 30 grants We need to look outward as from their original sites can be used as effective heritage education as a crucial totaling more than $100,000 well as inward, and make con- locations whereas historic teaching tools.9 issue and drafted a series of were distributed—but over nections to diverse audiences sites work to preserve Thankfully, the funding recommendations to identify $250,000 was requested, and places. So what would them in context. These opportunities for heritage edu- ways that the preservation demonstrating that the needs this look like? The Lower East mementos of Woodrow cation programs continue to movement can be more effec- still greatly exceed the funds Side Tenement Museum may Wilson’s political grow. For decades, individual tive in advocating for deliver- available. provide an answer in a new career—a gilt box given donors have considered educa- ing quality programs. walking tour of the neighbor- by the City of London, his tion as the most important This year the National hood. The tour will visit sites inaugural medal, and his Heritage Education as a reason for giving (after reli- Trust sought heritage educa- chosen by community preser- books—hold much Fundamental Aspect of gious causes) and provided tion nominations for its Honor vationists as being represen- greater meaning more than $31 billion for edu- Awards, with the intent of not Historic Preservation tative of the neighborhood’s displayed in his cation in 2002. Private foun- only recognizing exemplary When it comes to historic various constituencies and Washington, D.C., home dations have more than doubled work but also bringing added preservation, we still have offer a platform for a dialog on (now a National Trust their support of the human- attention to this area. The a cautious relationship with community building that will Historic Site) than they ities during the past decade Trust is also working with heritage education. We don’t transcend ethnic and genera- would in a place not and historical activities and the Council of Educational quite recognize its potential tional differences.11 directly connected to him. humanities-related museum Facility Planners International power to advance the move- It also means that many Photo by Ron Blunt. activities accounted for the to promote Historic Schools ment. We know that we need of our historic preservation

10 ...... 11 F ORUM J OURNAL F ALL 2004 ([email protected]). For a interested in an earlier report, 12 The National Council for programs need to be rethought. Finally, heritage educa- broader discussion, see “Effective A Heritage at Risk: A Report on Preservation Education main- Interpretation and heritage tion, with its broad meanings, State Standards for U. S. History: Heritage Education (1987) by the tains both the “Standards for education are included in reminds us that the historic A 2003 Report Card” by Sheldon National Council for Preserva- Historic Preservation Degree only a handful of college and preservation movement needs Stern et al (www.fordhaminsti- tion Education available at Granting Graduate and Under- university programs and the to strengthen its alliance with tute.org). www.ncpe.us and a major web graduate Programs” and a list portal on heritage education of historic preservation degree 5 National Council for Preserva- other humanities and arts Social Studies Professional, maintained by the Center for programs in the United States tion Education does not organizations in order to be March/April 2004, p. 3. Historic Preservation at Middle at www.ncpe.us. include them as fundamental heard—especially when it 6 Association for Supervision Tennessee State University at components for degree-granting comes to funding and priori- and Curriculum Development, http://histpres.mtsu.edu/then. 12 programs. Interpreting his- ties at the state and local level. “Enhancing Professional Prac- 8 For more information, see tice: A Framework for Teaching toric sites to the public ...... www.oah.org/pubs/nl/2000aug/ should be a basic skill for (1996); Tri-State Coalition for latschar.html or www.aam-us.org/ Historic Places, “Standards and Max A. van Balgooy is the director of programs/map/assessment_PDA. anyone working in historic Practices for Historic Site interpretation and education in the cfm. preservation. Administration” (2000) (for Department of Stewardship of Historic Secondly, heritage edu- more information, contact 9 Freeman Tilden, Interpreting Sites at the National Trust for Historic [email protected]); Our Heritage (1957); William cation is not just for children, Preservation and can be reached at American Historical Associa- Alderson and Shirley Payne Low, but for adults as well. Limiting [email protected]. tion, “Benchmarks for Profes- Interpretation of Historic Sites our thinking to a narrow audi- sional Development in Teaching (1976); Donald Meinig , ed., ence can easily convince us of History as a Discipline” (2002) Interpretation of Ordinary Land- that the programs we do offer Notes (www.theaha.org/teaching/ scapes (1979); Jessica Foy Don- benchmarks.htm); American nelly, ed., Interpreting Historic for adults are not educational, 1 Quarterly Report, National whether they’re walking Association of Museums’ Com- House Museums (AltaMira Press, Council for Historic Sites and mittee on Education, “Excel- 2002); Barbara Levy, Sandra tours, presentations at council Buildings, 3:1 (March 1951). lence in Practice: Museum Edu- Lloyd, and Susan Schreiber, meetings, or member news- 2 These definitions are based cation Standards and Principles” Great Tours: Thematic Tours and letters. If education informs upon the Heritage Education (2002) (www.edcom.org/about/ Guide Training for Historic Sites and transforms, then it should Commission of Minnesota State standards.shtml); International (AltaMira Press, 2001); Dolores be one of the strongest arrows University Moorhead, Heritage Council on Monuments and Hayden, The Power of Place: Sites, “Ename Charter for the Urban Landscapes as Public in our quiver to build and Education Forum, Heritage Edu- cation magazine, and the Bureau Interpretation of Cultural Her- History (MIT Press, 1995);Paul expand the preservation of Land Management’s Heritage itage Sites” (2004, in draft). Groth and Todd Bressi, eds., movement. If we view our Education program. Understanding Ordinary Land- 7 Focus on 2000: A Heritage efforts as a “curriculum” with scapes (Yale University Press, 3 Roy Rosenzweig and David Education Perspective (National 1997). “lesson plans,” it will ensure Thelen, The Presence of the Past: Park Service, National Center that every part relates to and Popular Uses of History in Ameri- for Preservation Technology 10 Foundation Funding for the advances the overall mission can Life (Columbia University and Training, 1997). Provides Humanities: An Overview of and that we have clear goals, Press, 1998). results of a 1997 national survey Current and Historical Trends of heritage organizations and (Foundation Center, 2004). tactics, and measures of suc- 4 For an in-depth examination state historic preservation offi- 11 cess. This holistic and strate- of this issue in one state, see cers, a short history of heritage For more information about gic approach will ultimately “History and Social Studies education since the 1960s, and this program, contact Liz Education in Maryland: A list of recommendations, oppor- Sevcenko, vice president of strengthen the preservation Interpretation, Lower East movement and sustain it long Cause for Concern” by Margaret tunities, and needs. Available at Burke, executive director of the www.ncptt.nps.gov/PDFfiles/ Side Tenement Museum at into the future. Maryland Humanities Council 1997-08.pdf. Readers may also be [email protected].

12 ...... 13 F ORUM J OURNAL F ALL 2004 Support from Rep. Jim Heritage Education–Louisiana: McCrery (R-LA) resulted in Developing a Model for the development of Heritage Education–Louisiana (HE-LA), Teacher Training the pilot program for the ...... Sheila Richmond national initiative. The goals for the program are to enhance The National Park Service Congress charged the and enrich K-12 education, (NPS) is committed to sup- National Center for Preserva- instill a sense of cultural stew- porting a sustained national tion Technology and Training ardship for tomorrow’s leaders, dialogue with our youngest (NCPTT) in Natchitoches, and serve as a national model. citizens about our prehistory La., with developing the The focus is place-based, and history, about the cultur- Louisiana Heritage Education encouraging the use of local ally diverse peoples who made Initiative. In 1996 NCPTT resources such as archeological it happen, and about the partnered with Middle Ten- sites, various types of historic places where it all happened. nessee State University’s Cen- structures, and cultural land- By establishing the Louisiana ter for Historic Preservation to scapes. One critical compo- Heritage Education Initia- survey state historic preserva- nent was involving classroom tive, Congress sought to instill tion offices regarding existing teachers in program develop- a sense of stewardship for heritage education programs ment to ensure a program for America’s cultural resources in across the U.S. The partner- teachers by teachers. the nation’s grade, middle, ship resulted in the publica- and high school-age students. tion Focus on 2000: A Heritage Research Ultimately, the effects of the Education Perspective, outlining Initiative will be long-term the results of the survey and Aware that a quality education directly affected accountability Carla Cowles, chief of and long lasting, as genera- recommendations. program must meet the needs and the Louisiana Educational interpretation at Cane tions of Louisiana children Using the Focus on 2000 of educators, early in 2000 Assessment Program (LEAP) River Creole National aware of the significance of results and recommendations NCPTT met with supervisors would gain the attention of Historical Park, discusses their cultural resources grow as a foundation, NCPTT for pre-K, elementary, middle, those educators. the history and into responsible adults who turned to one of its primary and high school curriculum Also primary to the suc- architecture of the main seek to conserve them. Once partners, Northwestern State standards from the Louisiana cess of the development of the house at Oakland developed and tested, the University of Louisiana (NSU) Department of Education program were the consulta- Plantation. Photo courtesy Louisiana model can be used on whose campus the Center (DOE) and the Louisiana Cen- tions with preservation profes- of National Center for as a basis for similar efforts in is located, for help in develop- ter for Educational Technology. sionals. At a forum at Preservation Technology other states throughout the ing the Louisiana heritage edu- DOE staff encouraged the Louisiana State University in and Training. South and the nation. cation program. NSU, estab- development of the program, Baton Rouge, discussions were — de Teel Patterson Tiller, lished in 1884 as Louisiana but cautioned that accounta- held with staff from the deputy associate director, State Normal School, has a bility and high-stakes testing Louisiana Department of Cul- Cultural Resources, NPS long history of providing qual- were the foremost concerns for ture, Recreation and Tourism, ity education for those entering teachers and administrators; which houses the Office of the the teaching profession. therefore, only programs that Lt. Governor, the Division of

14 ...... 15 F ORUM J OURNAL F ALL 2004 available programs were and a five-day summer insti- rooms. These lessons included under-used for a number of tute to create lesson plans and such activities as exploring reasons: 1) teachers were not activities that they piloted in the history of several towns aware that the programs their classrooms. The first and studying the architecture existed; 2) some of the mate- workshop outlined the tasks set of historic sites in Louisiana. rial was not curriculum-based before the teachers, described One teacher used primary and would require too much the timetable and events, and documents such as images, time for adaptation; and/or 3) provided printed and online journals, maps, and news- teachers viewed the programs resources. Subsequent work- paper articles to help students as “added” activities for which shops addressed integrated research Camp Moore and its they could not spare the time. curriculum, standards and role in the Civil War. Facing these challenges, benchmarks, creating appro- The 16 schools provided the Center turned to class- priate assessments, and evalua- excellent labs for field testing room teachers for their help in tion and recommendations. the lessons and activities in a developing a quality program The institute provided variety of settings: to meet their needs. intense instruction, hands-on • urban and rural activities, resource review, and • primary, elementary, Development field trips. Presentations and middle, and high schools information were provided by • school populations In 2001 HE-LA selected a staff from NCPTT, NSU, the ranging from 130 to 700 Historic Preservation, the group of fourth- and eighth- Louisiana Department of Edu- • varied socio-economic The Roque House, Division of the Arts/Folklore, grade teachers from around cation, the Louisiana Division levels as evidenced by the built in 1797 of the Division of Archaeology, the state to aid in develop- of Archaeology, the Louisiana 28 percent to 98 percent of bousillage, is an Office of State Parks, and ment of the program. Coming Division of Historic Preser- students qualifying for free/ important stop on the State Museums. In addition, from both rural and urban vation, Cane River Creole reduced price lunches downtown input from National Park Ser- schools, high and low perform- National Historical Park, • ethnic diversity ranging Natchitoches tour. vice sites in Louisiana, univer- ance schools, and schools with Louisiana Creole Heritage from 94 percent Caucasian to Photo courtesy of sities, and nonprofit groups culturally diverse populations, Center, the Louisiana Center 90 percent African American National Center for helped to define the needs and the teachers brought vast for Educational Technology, with some representation of Preservation concerns. knowledge and experience to and Office of State Parks. In Hispanic, Asian, and Native Technology and NCPTT also conducted the project. Because LEAP is addition, the teachers took Americans. Training. research into the existing administered in the fourth and directed field trips to Los Classroom testing helped programs that address issues eighth grades, any program Adaes State Commemorative the teachers to hone and related to heritage education. that met curriculum needs and Area and Cane River Creole revise the lessons before con- Many excellent programs were standardized test concerns for National Historical Park. tributing them to Heritage available, but most were either these teachers would be func- With the field trip Education–Louisiana. site specific (Drayton Hall, a tional and easily adapted to experiences and information The work accomplished National Trust historic site) or other grades. provided, the teachers began during the first year of the topic specific (archeology). During the course of a creating heritage education program resulted in several Conversations with classroom year, the group of 16 teachers lessons and activities that recommendations from the teachers indicated that the met in four one-day workshops they tested in their class- participating teachers:

16 ...... 17 F ORUM J OURNAL F ALL 2004 ...... 1. Create interdiscipli- Summer Training addition, teachers needed to nary lessons to involve teach- Workshops be able to adapt and create ers from science, math, social In 2002 NSU instructors and their own heritage education studies, and English language HE-LA staff developed a lessons to facilitate years of arts. three-day workshop entitled continued use if they were to 2. Use technology (com- “Plantation Village,” a unit change subject area, grade puter software programs, consisting of interdisciplinary, level, or schools or face cur- online resources, digital cam- curriculum-based lessons and riculum changes. eras, etc.) as a component activities. Oakland Plantation The first workshops were of each lesson, but also encour- at Cane River Creole National successful, judging by the eval- age the creation of lessons Historical Park was used as the uations and comments of the and activities that could be focus for the series of four participants, but they were too adapted should technology not workshops held during the site specific. Recognizing the ...... be available. summer. Provided with infor- goal of a national model, NSU 3. Direct teachers to where mation, activities, and field and HE–LA staffs are restruc- information and resources can trips, the 46 participating turing the workshop material be found. teachers combined the mate- into a template for an agrarian 4. Develop focused work- rial to model a simple lesson unit. This new unit will aid shops. that they created based on teachers in using any planta- presentations, hands-on activ- Laura Gates, 5. Provide funding for their workshop experiences. tion, farm, or ranch as the ities, and field trips and superintendent of Cane innovative activities. The short presentations pro- foundation for developing required teachers to model a River Creole National Bearing in mind these sug- vided NSU and HE–LA staff integrated, curriculum-based simple lesson based on the Historical Park, tells gestions, Heritage Educa- with immediate evidence that lessons and activities. experience. Thirty teachers teachers about the history tion–Louisiana teamed with specific concepts and work- Keeping in mind the and curriculum supervisors of Oakland Plantation. education methods instructors shop goals were met. need for a template and con- attended these workshops. Photo courtesy of in math, science, English The information was sidering what local historic For the summer 2004 work- National Center for language arts, and social studies geared to the middle school resources were likely to be shops, HE–LA staff looked Preservation Technology from NSU’s College of Edu- curriculum because it was available for teachers, in at the interest generated by and Training. cation to ensure a cohesive, assumed that teachers in 2003 staff from HE–LA and and the success of NCPTT’s interdisciplinary effort. Subse- elementary and high school NSU teamed with the Cemetery Conservation semi- quently, HE–LA facilitated levels could easily adapt the Louisiana Main Street Pro- nars and workshops developed mini-forums to bring preserva- material for their specific gram to develop a two-day by the Materials Research Pro- tion professionals in archeol- needs. It was quite clear that summer workshop series enti- gram. “Exploring the Past: A ogy, historic structures, and cul- guidance was needed, but each tled “A Walk Downtown.” Tour of Cemeteries” follows tural landscapes together with teacher had to develop his This template provided infor- much the same format as the the methods instructors. These or her own lesson to suit the mation for creating an inter- previous heritage education discussions helped to translate individual’s subject specialty, disciplinary, curriculum-based workshops in aiding teachers the jargon used in both fields grade level, and school limita- unit using a historic down- to create interdisciplinary, and clarified the preservation tions and restrictions concern- town area, neighborhood, or curriculum-based lessons and message that should ultimately ing access to computers, field street as the foundation. The activities using a local historic reach the students. trips, and other factors. In format again incorporated cemetery. Special activities

18 ...... 19 F ORUM J OURNAL F ALL 2004 teachers. In addition, Louisiana the assessment was a univer- ...... idea of heritage education is teachers must earn Continu- sity product, it had to be con- The next logical step embedded in their teaching ing Learning Units (CLUs). structed and delivered with philosophies. One project HE–LA workshops provide very specific restraints and in expanding the with Middle Tennessee State school districts with an restrictions, such as a multi- program is reaching University’s Center for His- option for providing CLUs to tude of permission forms and toric Preservation is a survey of increase teacher knowledge the use of a control group. out to pre-service the state of heritage education and pedagogical skills The process proved cumber- teachers (those in colleges and departments of some for the implementing education around the nation. Challenges teacher and was in many students who are in The information will guide cases implemented improp- university education subsequent development of As with all programs that are erly and, thereby, proved not this program as a national continually being refined, sev- to be useful. degree programs), so model. In the meantime, work eral challenges have come up. Another concern is how that the idea of has begun with staff from Chief is the difficulty in assess- to maintain contact with par- NSU’s College of Education ing the success of the program. ticipants. Once teachers leave heritage education is and School of Social Science How do we know that the edu- the workshops, no formalized embedded in their for developing a heritage edu- Angel White, Paul Stuker, have been developed to cation and preservation mes- plan is in place to continue cation course with anticipated and Susan Lambert study address concerns specific to sages are getting to the stu- the dialogue or to determine if teaching philosophies. implementation in the 2005 this topic, including safety dents in significant ways? One they continue to use the mate- fall semester. maps during the Heritage ...... Education–Louisiana precautions and preservation option is to quantify informa- rial and activities to develop With these steps, we 2001 Institute. Photo standards such as proper care tion: How many teachers are their own lessons. While the professionals to develop and will continue toward the goal courtesy of National of gravestones and markers. reaching how many students Heritage Education–Louisiana deliver the material are all “to instill a sense of steward- Center for Preservation While much of the structure of who are looking at how many website is one source of updated strategies that should engen- ship for America’s cultural Technology and Training. the workshop is the same—a historic sites? information, it is difficult to der continued success. Thus resources in the nation’s grade, class-like setting for presenta- Comparing the results know how often it is visited far, teachers from school dis- middle, and high school-age tions and hands-on activities of standardized tests such by past participants. Develop- tricts in three-fourths of the students” so that “generations with a trip to the local ceme- as the LEAP from year to ing and distributing an elec- parishes have participated in of children aware of the sig- tery—the workshop takes year was not an option. Staff tronic newsletter has provided HE–LA in some way. Provid- nificance of their cultural place on one day only. To from NSU’s College of Educa- one way to reach out to those ing these professional develop- resources grow into responsi- cover much of the material tion developed an Attitude who have participated in ment opportunities for in- ble adults who seek to con- that in past years was delivered Assessment that was used HE–LA programs. service teachers is one way of serve them.” on the first day, a pre-work- by the first 16 teachers in the accomplishing the goals of the ...... shop packet was sent to the initial year of the program. Continuing Toward Heritage Education–Louisiana participants for review. The assessment asked stu- Our Goal program. Sheila Richmond is Heritage Education The No Child Left dents to rate their interest in The next logical step in Program manager for the National Behind legislation requiring preservation issues, such as Making sure that workshops expanding the program is Center for Preservation Technology and Training. She can be contacted at “highly qualified” teachers in in saving old houses, in a meet teacher requirements, reaching out to pre-service [email protected]. each classroom fosters the short format used before and offering them in a format that teachers (those students who For more information visit the Her- necessity for professional after heritage education les- is beneficial, continuing to use are in university education itage Education–Louisiana website at development opportunities for sons were taught. Because education and preservation degree programs), so that the www.ncptt.nps.gov/hed/.

20 ...... 21 F ORUM J OURNAL F ALL 2004 jects. They suggested we target middle schools, making the materials flexible enough to be Teaching with Historic Places used in American history, geography, and civics at the Looks Back, Looks Forward upper elementary and high ...... Carol D. Shull school levels. Nationally known educa- Teaching with Historic Places and preservation advocates. tor, historian, and textbook helps teachers bring history They enthusiastically embraced author Fay Metcalf, former to life for our young people the idea of using historic places director of the National Com- and nurtures our children to to teach history, social studies, mission for Social Studies in become caring stewards. In and other required subjects in the Schools, and one of our 1991 the National Park Ser- the core curriculum, even if advisors, agreed to develop the vice’s National Register of His- students cannot visit the sites. format for a series of class- toric Places and the National To our disappointment, the room-ready lesson plans based would not only be useful to Trust for Historic Preservation educators emphasized that it on properties listed in the teachers, but used by them. Recent National Historic joined forces to create the was unrealistic to introduce National Register. Now num- Part of the challenge was to Landmark Theme Teaching with Historic Places new subjects such as historic bering well over 100, these les- infuse the lesson plans with Studies have inspired the program, because we preserva- preservation, architecture, or son plans are the heart of the some of the same aura pos- development of new tion advocates were not then archeology into the already Teaching with Historic Places sessed by the places them- TwHP lesson plans. For and still are not doing enough crowded curriculum, because (TwHP) program. Dr. Met- selves–that appeal that arouses example, lesson plans on to educate our children about teachers are not mandated and calf’s prototype lesson plan for- the interest and curiosity nec- the U.S. Air Force preserving our nation’s her- do not have time to teach mat has withstood the test of essary for real learning. For we Academy in Colorado itage. Another goal of the them. As we read about the time and been modified only realized that most of the teach- (whose chapel is pictured National Register of Historic pressures on teachers and slightly in response to com- ers and students for whom the above) and the Wright Places, beyond creating a schools today, it is obvious how ments from teachers. The lessons would be applicable Brothers at Kitty Hawk record of such places, was to wise this advice was. beauty of the lesson plans is would never visit these sites. were created this year as make the valuable documen- that they can be used regard- In addition, lessons would part of the U.S. Air Force/NPS–sponsored tation on National Register Format and Content less of whether the students have to be flexible enough to listings more accessible for are able to go to the sites. fit comfortably into different American Aviation public education. One of our big questions con- When students can take field school systems and curricula Heritage Theme Study. To determine how to cerned what kinds of materials trips to these places, the lesson across the country.” (CRM, In this way, TwHP has bring historic places into the on historic places teachers plans provide pre- and post- vol.16, no. 2, 1993, p. 12) helped to make public classroom, the National Park would find useful. Our advisors visit activities that make on- Each lesson plan includes education a more integral Service (NPS) and the Trust recommended that we work site visits more meaningful an introduction that builds part of the National convened a group of nationally with educators to develop and educational. interest in the place and what Historic Landmark recognized leaders of educa- instructional materials in a As Fay Metcalf said in a can be learned from it. “About program. Photo courtesy tional organizations, curricu- lesson plan format teachers 1993 CRM article, “my mis- the Lesson” describes where of the U.S. Air Force lum specialists, school admin- easily could use to enrich the sion was to create lesson plans, the lesson fits into the curricu- Academy. istrators, classroom teachers, instruction of required sub- using real historic places, that lum, objectives with measura-

22 ...... 23 F ORUM J OURNAL F ALL 2004 ble goals of what can be Archives and Records Center plans. The National Park Ser- visitors. We now realize how learned from the lesson, and ran for more than a decade vice, the National Trust, and important the internet has how to visit the site. The les- with the National Council for Jackdaw learned early on that become in educating both son for students begins with the Social Studies (NCSS). It the published lesson plans children and adults. a “Getting Started” inquiry published these lessons as a were not going to be a big The website offers the question and historical con- regular feature in the NCSS moneymaker. We all learned means to reach a large num- text in “Setting the Stage.” journal for teachers, Social Edu- some lessons about the chal- ber of teachers, students, and “Locating the Site,” “Deter- cation. Fran Haley, the execu- lenges of administering pub- others of all ages. Teachers are mining the Facts,” and “Visual tive director of NCSS, another lic/private partnerships and much more likely to use the Evidence” provide students advisor, agreed to print some the stresses of the financial immediately accessible lesson with readings, maps, photo- of the TwHP lessons in Social bottom line. plans. The website also allows graphs, drawings, and other Education. This made TwHP Fortunately for TwHP, the NPS to better explain the primary and secondary source known and accessible to the internet revolutionized the values of teaching with his- materials to analyze for infor- schools and teachers through means of making publications toric places and to provide mation about the place and an organization and its journal available to the public. instructions for teachers and its history. “Putting It All they respect and use. It also preservationists on how to cre- Together” is a series of student gave us a partner in the educa- Utilizing the Internet ate their own lessons using the activities that wrap up the tion community where we had TwHP method. The website In a new lesson plan on learning. One of these activi- few contacts—connections In 1995 the National Park contains information on pro- the Wright Brothers ties always leads students our advisors knew we needed Service launched the Teach- fessional development, special National Memorial in back to their own communi- to make to have credibility ing with Historic Places web- thematic features, and links North Carolina, ties. A goal of the program is with teachers. site. Once the NPS took over to other related websites, students examine maps, to help students see how The National Trust sole administration of the including the National Regis- photos, and excerpts historic places and the history became the first publisher of program and distribution of ter’s Discover Our Shared Her- from Orville Wright’s of their own communities the TwHP lesson plan series the lesson plans, it posted the itage Travel Itineraries on reg- diary, among other relate to larger patterns of with the National Council for first lesson plans on the inter- istered historic places. These primary sources. American history that are the Social Studies periodically net in 1998. The decision to are linked when the places Follow-up activities the subject of the lesson. “Sup- reprinting lesson plans in use the NPS website to publi- explored in TwHP lesson plans include designing a plementary Resources” pro- Social Education. The first cize TwHP and as the primary are featured in an itinerary. glider and researching vides additional information seven prototype lesson plans vehicle for publishing and The TwHP and National Reg- the impact of airplanes on the featured historic places were published in 1992 and distributing the lesson plans ister home pages are linked, in the 20th century. and themes by linking to 1993, the same year the NPS has been one of our best strate- making it easy to familiarize Photo courtesy of the various internet sources. introduced the TwHP program gic choices, making the pro- educators with the National National Park Service. to the preservation community gram and the lesson plans Register and the National Distribution in its journal, CRM. The available to a very large and Register Information System National Trust went on to growing audience of educators (NRIS), where viewers can Our advisors urged that we publish and distribute the first and others not only nation- find out about registered his- base our program on the suc- 54 lesson plans. They were wide but worldwide. In 2003 toric places nationwide and cessful document-based learn- later marketed by Jackdaw alone, the TwHP website in their own communities. We ing packages and teacher train- Publications, which also pub- received over 39.1 million can link from our website to a ing program that the National lished several additional lesson hits, by more than 1.1 million myriad of other websites,

24 ...... 25 F ORUM J OURNAL F ALL 2004 Organization of American published two TwHP publica- Historians (OAH) has repro- tions, A Technical Source Book duced three TwHP lesson and A Curriculum Framework, plans in its journal for middle to help schools of education, and high school teachers, the state agencies, community Magazine of History. organizations, and school dis- tricts use the TwHP approach Professional in graduate courses, work- Development shops, and curriculum proj- ects. In 2002 the NPS intro- From the beginning, we fol- duced a 15-minute training lowed recommendations to video on TwHP. offer professional development As a result of these instruc- opportunities to help educa- tions and the workshops, we tors, preservationists, and receive a steady stream of les- museum and site interpreters son plans from volunteer pre- learn to use historic places as parers for the National Regis- including those of preserva- We have worked hard part of the curriculum and to ter staff to edit and add to the The 100th TwHP tion organizations, which we to make our lessons known show them how to prepare published series. More than lesson plan, launched encourage to link back to us. and accessible through chan- TwHP lesson plans. Fay Met- 115 lesson plans published in 2003, focuses on The website also offers users nels that teachers use. The calf wrote guidelines, now to date have been authored Virginia’s New Kent an opportunity to provide us Department of Education’s updated and available on the by educators, preservationists, School (now New Kent with feedback, and the website, Federal Resources NPS website, to help educators and site interpreters from all Middle School) and the response has been very positive. for Excellence in Education and preservationists prepare over the United States. George W. Watkins All of the lesson plans (FREE), includes all of the new lessons on registered his- School, both involved are indexed in four ways on the TwHP lessons in the FREE toric places to add to the series. Partners and in a landmark school website: by location, theme, online index, organized by As early as 1991, TwHP Colleagues desegregation ruling by time period, and the National subject matter. FREE acts as began holding workshops for the Supreme Court in Standards for History. Now a clearinghouse for federal preservationists and educators Along the way, TwHP has 1968. Photo by Susan we are preparing to index them education materials and on writing place-based lesson benefited from the support Salvatore. by the Curriculum Standards makes online teaching and plans, and we continue to con- of many partners, and we for Social Studies. This is learning resources from about duct frequent workshops with have learned that you cannot consistent with the advice 30 federal agencies easier to field studies at the National have too many if you want to we received at the outset of find. FREE has promoted Trust and NCSS annual con- succeed. The NPS’s National the program to fit lesson specific TwHP lesson plans ferences. The TwHP method Register of Historic Places, plans on historic places into often on its home page as was tested in two three-credit Parks as Classrooms, Cultural existing curricula. Today some its “Today’s FREE Resource” college courses at George Resources Training Initiative, TwHP lesson plans are avail- feature. The National Coun- Mason University Graduate and Battlefield Protection Pro- able in print, but all are acces- cil for the Social Studies has School of Education in Fair- grams, and the National Trust sible over the internet at reprinted 22 TwHP lesson fax, Va., in 1993 and 1994. provided the financial support www.cr.nps.gov/nr. plans in Social Education. The In 1995 the National Trust to develop the program and

26 ...... 27 F ORUM J OURNAL F ALL 2004 publish the first lesson plans. decision, Green v. County Clearinghouse for Social Stud- ...... planned volumes, the first With monies from Parks as School Board of New Kent ies and Social Science Educa- TwHP has provided two volumes—on landmarks Classrooms, many NPS inter- County, Virginia, which placed tion (ERIC/ChESS) also have of the American Revolution preters and historians have an affirmative duty on school played a role in publishing and an impetus for others, and the Civil War—are out. attended workshops to prepare boards to integrate schools. distributing the lesson plans. such as a number Not only is each volume TwHP lesson plans for their Three Ph.D. candidates at the TwHP has been blessed designed to tell the story of parks. The NPS’s National College of William and Mary with a talented and committed of state historic American history from the Center for Preservation Tech- assisted by three students of the professional staff willing to preservation perspective of specific regis- nology and Training provided class of 2002 at New Kent learn. National Register histo- tered historic places, but each a grant to TwHP to bring advi- County High School prepared rian Beth Boland, the tireless, programs, to develop book informs readers about sors together again to evaluate the lesson. creative, and highly effective their own the National Register and the program and the effective- New lessons plans on the coordinator of the program, the Teaching with Historic ness of the lesson plans. Wright Brothers at Kitty was ably assisted by Marilyn educational programs Places program. In 2003, Beyond that, the program has Hawk and the U.S. Air Force Harper, another National Reg- using historic places TwHP provided workshops on received support from other Academy were created this ister historian and now a con- using places to teach history NPS programs: the Historic year as part of the U.S. Air tractor still working with us. and to participate and helped educators create Landscape Initiative, Mather Force/NPS–sponsored Ameri- Kathleen Hunter, heritage in TwHP. their own educational mate- Center, Northeast Regional can Aviation Heritage Theme education coordinator at the ...... rials in three Teaching with Office, and the Cultural Study. As a result, TwHP has National Trust at the begin- American History projects Diversity Program. helped broaden the National ning, was instrumental in attracted the interest and funded by Department of Several recent National Historic Landmark program’s getting the program off the involvement of authors and Education grants. Historic Landmarks Theme vision on how important it is ground, as were Buckley Jep- publishers. Fay Metcalf was Studies have led to the devel- to make public education an son and Kathy Adams who inspired to prepare a teachers’ Building on Our opment of TwHP lesson plans integral result of the identifi- were responsible for the guide on Teaching with His- Accomplishments for properties that were desig- cation and recognition of cul- National Trust’s work to toric Places to go along with nated as National Historic tural resources. publish the lessons. Past and the high-school level textbook It has been extremely gratify- Landmarks (NHLs) as a result In 1998 the National present National Conference she coauthored, published in ing to see our efforts recog- of the studies. The two schools Park Foundation arranged for of State Historic Preservation 1997. Oxford University Press nized over the years. TwHP identified and designated Target Stores, The Discovery Officers contractor employees is publishing an American has been honored with a NHLs as part of the congres- Channel, and the Eureka Bill Wright, Brenda Olio, and Landmarks series of books White House and National sionally mandated Racial Company to sponsor a kit of Theresa Campbell-Page have for young people based on Endowment for the Arts Desegregation in Public Educa- six TwHP lesson plans on also been essential to TwHP’s registered historic places in Federal Design Achievement tion in the United States Theme National Park sites, Explore successes. association with the National Award, a National Park Foun- Study became the subject of Your National Parks: Historic TwHP has provided an Register, the National Park dation/National Park Service the 100th TwHP lesson plan, Places. Target Stores distrib- impetus for others, such as a Foundation, and the Gilder Park Partnership Leadership New Kent School and the George uted 34,000 of the lesson plan number of state historic preser- Lehrman Institute of Ameri- Award, an award of merit from W. Watkins School: From Free- kits in its stores on its annual vation programs, to develop can History. The series is edited the American Association of dom of Choice to Integration, teacher appreciation day. their own educational pro- by distinguished American State and Local History, and launched in 2003. The schools The Historical Society of grams using historic places historian James Oliver Horton the NPS Cultural Resources were the focus of an important Washington, DC, National and to participate in TwHP. and authored by other fine Award. At least a dozen 1968 U.S. Supreme Court History Day, and the Center/ Beyond that, the program has historians. Of at least 13 awards and commendations

28 ...... 29 F ORUM J OURNAL F ALL 2004 can to requests for information and doing workshops and con- ference sessions. Longer range goals include continuing to Creating Award-Winning School improve the website, adapting Programs the lesson plan series for use ...... with younger children, and Max A. van Balgooy participating in efforts to involve young people in civic School programs are among meager funds to those with engagement. We would like to the most popular and suc- large professional staffs and work more closely with profes- cessful ways that museums, million-dollar budgets. sors of education and history historic sites, preservation Second, outstanding pro- in colleges and universities groups, and historical soci- grams can be presented to assure that ways to teach eties can serve the children in through a wide variety of with historic places are taught their communities. Although methods ranging from field as standard methodologies thousands of school programs trips to traveling trunks to in training new teachers. We are presented every year, only role-playing to websites. know from the feedback we a few have received awards There are no universal pro- receive that TwHP has from the American Associa- grammatic ingredients, such become a model people are tion for State and Local His- as pre-visit materials, teacher using and adapting to their tory.1 A review of the recent training, or hands-on activi- for the TwHP website and own needs. The good news award-winning school pro- ties, that must be present to The Teaching with online lessons have come from is that more of our young peo- grams for grades 4-6 (when ensure success. Historic Places USA Today, the Washington ple are learning from and the teaching of state and local The key to creating out- homepage Post, the University of Wis- about historic places, but there history is introduced by standing school programs is (www.cr.nps.gov/ consin, the National Institute is so much yet to teach! public schools to students the manner in which they are nr/twhp/index.htm) for Literacy, and others. Most aged 10-12 years) revealed developed and implemented...... provides access to importantly, teachers are using two significant patterns that This approach centered on more than 100 lesson TwHP lessons, writing to tell Carol D. Shull is the keeper of the demonstrate that excellent three major elements: design- plans that can be us, and passing the word on National Register of Historic Places school programs are within ing the program backward, downloaded free of to others. and chief of the National Historic the grasp of every museum, encouraging creativity and charge—listed by Landmarks Survey for the National TwHP has succeeded Park Service, U.S. Department of the historic site, preservation originality, and placing an location, theme, time because historic places truly Interior. group, and historical society. emphasis on both content period, and National do enrich the quality of our First, the excellence of and technique. Although no Standards for children’s education and the the programs is not related to institution fully incorporated History—as well quality of their lives. So where the size of the budget or of the every element, all of these as guidance on using do we go from here? Right staff. These award-winning school programs were excel- the plans and creating now, we are barely keeping our school programs were created lent because they adopted new ones. heads above water adding new by a wide variety of organiza- these methods to some lesson plans to the series each tions, from those operated extent. year and responding when we entirely by volunteers using

30 ...... 31 F ORUM J OURNAL F ALL 2004 Designed Backward Mission Minded guidance during its develop- a poorly conceived program Award-winning school pro- One of the fundamental ment. Furthermore, the com- that awkwardly fulfills the grams first identified the results of an award-winning pleted program should not school’s requirements. desired results, then deter- school program is that it only fulfill the museum’s mis- Objectives are the meth- mined acceptable evidence of clearly fulfilled the museum’s sion but also communicate it ods or tactics used to reach the success, and finally planned mission. Unfortunately, some clearly to teachers and stu- goals and should be measura- the learning experiences and museums have difficulties dents. ble, specific, and achievable. activities. “Backward design” is creating good school programs For school programs, these perhaps best explained by because they operate without Planned Strategically typically focus on the students’ Grant Wiggins and Jay a mission statement or have Successful school programs skills and knowledge and are McTighe in Understanding by unsuitable missions. Judge began their development with often used in tests, such as “the Design: “Why do we describe for yourself: Which of the fol- a strategy that included clear student will be able to recog- the most effective curricular lowing mission statements goals, measurable objectives, nize the major mining meth- designs as ‘backward’? We do would be most helpful in and an organized plan.3 With- ods in Colorado during the so because many teachers creating a fourth-grade school out a strategic plan, projects late 1800s.” In the better pro- objectives, thus evaluation begin with textbooks, favored program? can be easily derailed by new grams, these objectives are should be an integral part of Mining Case History is lessons, and time-honored The Clark County His- ideas, held back by the inertia more thoughtful. They do not the strategic plan. Although a traveling trunk filled activities rather than deriving torical Society’s mission is to: of tradition, and run out of simply identify facts but also evaluation is often associated (clockwise from top those tools from targeted goals A. educate and preserve. steam because of limited require comparison, synthesis, with surveys, it can take a vari- right) with a full-color or standards. We are advocat- B. interpret, preserve, and finances, lack of time, and analysis, and evaluation, such ety of forms; occur before, dur- board game, dozens of ing the reverse: One starts with promote the history of Clark shifting priorities. Although as “the student will be able to ing, and after program devel- information cards and the end—and then derives the County from 1850 to 1950 to a strategic plan is a useful tool analyze the impact of placer opment; and involve museum activities, photographs, curriculum from the evidence residents and businesses. for staying on track, it may and hydraulic mining in Col- staff, teachers, students, and a cassette tape, and of learning (performances Although we would all need to be adjusted during the orado during the late 1800s.” parents.4 Although the tech- artifacts. The called for by the standards and agree that museums should development of the school pro- The plan should also lay niques varied—pre-testing materials are grouped the teaching needed to equip “educate and preserve,” for a gram—but changes should be out a path to guide develop- activities in pilot programs, by color and shape to students to perform).”2 state or local organization this made rarely and deliberately. ment of the program, with each including a survey form with aid with organization As this approach is being mission by itself is too vague Goals provide a target for step assigned to a person with materials, observing students and preparation. institutionalized in public and too broad to direct its the project and become “mini- a completion date and priority in the classroom, measuring schools, it seems to have efforts. The last statement is missions” for the museum. level. The significant persons website usage, discussions with already taken hold in many more helpful in crafting a suc- Often these goals can be involved with or affected by school teachers and adminis- museums, especially through cessful program because it pro- pulled directly from the the development of the school trators—the award-winning the adoption of mission state- vides details about time, place, school’s standards of learning program should review the programs consistently incorpo- ments and strategic plans. subject, and audience. These or curriculum framework and strategic plan. This not only rated evaluation in their plan- Indeed, in many of the award- details provide boundaries as used to guide the develop- improves support for and coor- ning and development. winning programs, the goals well as direction. ment of the program. Unfor- dination of the project, but also and objectives as well as the A good mission state- tunately, the more typical sce- identifies new resources and Sustainable institution’s mission were ment should be the basis of a nario is that a museum creates potential obstacles. Historic sites invest too many prominently listed in the museum’s school program, not a program and then simply Ultimately, a program’s resources in even the smallest promotional announcements simply as an intellectual exer- scans the standards to see success is determined by how and simplest programs to see and teacher training manuals. cise but to provide practical which ones apply, resulting in well it meets its goals and good ones lost. Sustainability

32 ...... 33 F ORUM J OURNAL F ALL 2004 ...... should be one of the funda- as older ones became self- gram. As a result, it seems post-visit activities and a field technology savvy volunteers. Successful museum mental measures of success but sustaining. Ultimately, it con- that nearly every school pro- trip to West Bay Common This combination of an oppor- it is difficult to achieve. Sur- sisted of six programs (includ- gram at every antebellum School #13 that included tunity, a weakness, and a programs are a result prisingly, some award-winning ing an activity book, adopt- house museum includes but- experiencing a school day in strength led to the develop- of the museum having programs are no longer being a-ship, traveling trunks, and ter churning even if it’s not 1898, with lessons, games, ment of a research library on offered, usually because the website) that can stand alone related to the museum’s mis- chores, and a spelling bee. The the internet that includes an understanding of person who developed the or be used in combination. sion or the school’s standards Allegheny Ridge State Her- more than 1,700 pages of how its school program left the organization. The Homestead Museum of learning. Certainly we itage Area school program documents and images that Certainly, ensuring the pro- piloted A Journey Through want to follow and build on involved nearly 40 teachers are now available 24 hours a program fits within gram can be maintained with- Time for over a year to a lim- success, but this can create and museum professionals rep- day at very little cost (www. the larger context of out its creator is a major factor ited number of classes before an environment that resists resenting a dozen school dis- shelbycountyhistory.org). historical scholarship for sustainability, but others making it available to the creativity and overlooks a tricts and six historic sites. are just as important. It takes entire school district. site’s uniqueness. Furthermore, award- Balances Content and and educational courage to recognize an insti- A few programs survive Unfortunately, most winning museums carefully Technique tution’s limitations to avoid by building in flexibility and museum educators work under considered their resources and techniques. being too ambitious. alternatives. The Discovery tough conditions. Lean budg- distinctiveness to create their Successful education programs ...... Some institutions built Guide for Allegheny Ridge State ets prevent them from travel- own unique school programs are a result of the museum hav- upon their prior successes or Heritage Area focuses on three ing and learning from others. instead of following well-worn ing an understanding of how experiences. The Colorado subjects—transportation, Overwhelming responsibilities paths. Businesses use a similar its school program fits within Historical Society’s Mining industrialization, and disas- rarely allow sufficient time to approach by conducting a for- the larger context of historical Case History is outstanding, ter—explored through six develop better programs. Stag- mal analysis of their strengths, scholarship and educational however, the development, historic sites and museums in nant attendance and revenue weaknesses, opportunities, and techniques. In addition to see- funding, and maintenance a three-county region. If a discourage risk and new ideas. threats (SWOT). A SWOT ing the big picture, they are of 10 traveling trunks filled school group is unable to visit The outstanding school analysis is a form of brain- also able to sufficiently address with artifacts, photographs, a specific site, the teacher programs were a result of a rich storming that encourages cre- each of these elements to dozens of information cards can still participate in the working environment. Staff ativity and resourcefulness, ensure they are in balance. and activities, a full-color program by slightly modifying members were able to study often identifying new and board game, and a cassette the lesson plan, visiting many other school programs, alternative ideas. It can help Historical Scholarship tape is beyond the capabilities another site, or by watching a regularly attend conferences point out an organization’s At their most basic level, of most small organizations. video of a “virtual visit.” and workshops, collaborate competitive position, empha- these award-winning pro- Its success is not only due to with other institutions, and sizing its strengths while mini- grams avoid teaching history a well-designed program but Original and Creative conduct research and evalua- mizing its weaknesses, taking as a list of names and dates, a result of 30 years of experi- tion on an ongoing basis. For advantage of opportunities confirming the research of the ence with traveling trunks. Most school programs are not three years, Catherine Lewis and avoiding threats. National Center for History Museums ensured their original or creative. They’re observed five different pro- For example, in Shelby in the Schools. In Lessons from program’s success by proceed- often programs based on grams, visited 30 one-room County, Ohio, the students History, the Center noted ing slowly. The Columbia reused and reconfigured schoolhouses, and interviewed and teachers wanted to con- that, “Historical knowledge Maritime Museum imple- pieces from their own limited historians and teachers to duct local history research. must go beyond the factual mented Semper Paratus: the menu of activities or on ele- develop the Old Bay School The historical society did not knowledge implicit in these Coast Guard in the Northwest in ments blindly adopted from House program. This resulted have a building in which to lists—important though that phases, adding new sections another site’s popular pro- in a handbook of pre- and provide a library but had some knowledge is—to the expla-

34 ...... 35 F ORUM J OURNAL F ALL 2004 from its own archives, but also They have a good understand- sheets, puzzles, and reading District. For more than 25 the “collection” of the com- ing of their audience (stu- assignments and then rein- years, Shadows has collaborated munity, such as public monu- dents), recognizing not only forces it during the site visit, with the school district to ments, cemetery headstones, how they learn but also how using the same words in differ- integrate the historic site into and historic buildings. For they are taught. ent contexts. the classroom. As a result, example, students visit the Thanks to the research Understanding how chil- first-graders experience role- Monumental Building, an of educators and psychologists dren are taught often requires playing, middle school stu- 1870s Gothic Revival memo- during the past few decades, more direct experiences. Each dents serve as tour guides, and rial hall, to make a link we have a much better under- museum developed a thorough high schoolers conduct oral between a local site and standing of learning in muse- knowledge of its local public histories. Shadows also trains the Civil War. Placing local ums and by children.7 We education system, from the teachers and enriches student people, places, and events in now recognize that such pop- broad (standards of learning, experiences by hosting work- a regional and national con- ular techniques as hands-on textbook adoption, and school shops with national scholars text is crucial for students to activities, field trips, or pre- board politics) to the narrow such as Dr. Rex Ellis of Colo- understand how their history visit materials are effective (classroom equipment, school nial Williamsburg. The school is related to the bigger picture. only when used appropriately. schedule, and bus transporta- district also recommends nations of the causes and con- To ensure historical accu- We now incorporate multiple tion), by not only examining teachers to develop, test, and “Molly Watkins and the sequences of these events and racy and incorporate the latest intelligences, learning styles, textbooks and frameworks revise Shadows’ programs and Secret of the South Jetty” the interpretations which can interpretive theories and per- and audience interests in for- but also observing classes and they regularly meet to evalu- is a 32-page booklet of 15 be drawn concerning their spectives, some sites had trained mulating an educational strat- interviewing teachers, stu- ate and plan activities. It is lessons, each with a letter enduring significance.”5 historians on staff who helped egy. As a result, the award- dents, and staff. This identified a wonderfully collaborative from “Molly,” a short Not satisfied with only provide content. Others sought winning school programs are the opportunities and threats environment that clearly narrative, and activities addressing questions of who, the advice of scholars to assist incredibly rich in both affec- in implementing the museum’s helps both organizations bet- using historic objects, what, when, and where, the with development and evalua- tive and cognitive techniques program. For example, grade- ter serve their community. maps, or photographs. awarding-winning programs tion of materials. The national and provide a variety of ways level testing often prevents Developing publications, “Molly Watkins” is one of also examined why. This is and many state humanities for every student to pursue field trips for weeks in the websites, and other materials several elements included a demanding challenge and councils provide funding for his or her interests and suc- spring or the lack of internet for the learning and teaching in the Columbia requires historical scholarship consultants to develop school ceed in learning. access impedes adoption of of school programs is partic- Maritime Museum’s that is not only accurate and programs, and professional Furthermore, there is a web-based activities. ularly challenging because Semper Paratus program. well documented but also associations, such as AASLH careful balance between new By understanding how attention must be paid to incorporates thoughtful inter- and the National Council and familiar information so students learn and how they both function and aesthetics.8 pretation.6 for Public History, can recom- that learners are neither over- are taught, the outstanding The award-winning programs Successful programs also mend people who are skilled whelmed nor bored. Successful programs were seamlessly invested considerable atten- looked at their collections in at both historical content and educational experiences build integrated into the school tion to design, ensuring it was new ways, both inside and interpretation. on previous knowledge for system. One of the best exam- attractive, useful, and conven- outside the organization, to reinforcement and also intro- ples of this can be found ient for the users. make links between local and Educational Techniques duce novel ideas to master. At at Shadows-on-the-Teche in In developing materials, national history. As a result, In the same manner, the the Homestead Museum, for Louisiana, which has devel- the award-winning programs the Shelby County Historical award-winning school pro- example, A Journey Through oped distinctive programs in kept a clear focus on the multi- Society’s Just for Kids program grams incorporated appropri- Time introduces vocabulary in nearly every grade level of ple users of their materials— examines not only documents ate educational techniques. the classroom through work- the New Iberia Parish School and it varied. Typical users

36 ...... 37 F ORUM J OURNAL F ALL 2004 5 Lessons from History: Essential included students, teachers, technique, excellent school Understandings and Historical parents, and museum staff and programs are within the grasp Perspectives Students Should the materials were tailored for of every museum, historic site, Acquire (C. Crabtree, G. B. What Do Children Learn each of their specific needs. and historical society. Nash, P. Gagnon, and S. Waugh, When They Go on a Field Trip Teachers, for example, are eds., Los Angeles: National ...... Center for History in the to Henry Clay’s Estate? incredibly busy so they need Schools, 1992), 48. materials that are well organ- ...... A. Gwynn Henderson and Linda S. Levstik ized and offer quick naviga- Max A. van Balgooy is the director of 6 The American Historical tion. The Iles Outreach Pro- interpretation and education for the Association provides excellent Historic preservationists, his- ally learning from these field National Trust for Historic Preservation guidance for historical scholar- gram of the Old State Capitol and an instructor in the American Asso- ship in its Statement on Standards torians, and archeologists trips and hands-on activities? in Illinois provides a manual ciation of State and Local History’s work- of Professional Conduct, which is share a deep passion for the Is there any empirical evi- that includes such elements shops on historic house management. available at www.theaha.org. past, a common assumption dence to show that these expe- as a table of contents, clearly 7 As an introduction, see Howard when it comes to teaching riences are actually function- outlined steps and planning Notes Gardner, Frames of Mind: The about it: that learning about ing the way we think they are?

strategies, a checklist of tasks 1 Theory of Multiple Intelligences, past events, issues, concerns, Do students see patterns of No doubt many more programs Tenth Anniversary Edition (New and supplies, ready-to-use deserve to be recognized for and people is essential to history when they find or worksheets, options to provide York: Basic Books, 1993); Alison developing an understanding hold an object, or is it simply their excellence and I encourage Grinder and Sue McCoy, The flexibility, warnings of pitfalls, readers to nominate them for an Good Guide: A Sourcebook for of who we are today. an object? And just as impor- and references to the state award. For an overview of school Interpreters, Docents, and Tours To this end, these educa- tantly, can insights gained standards. Other programs programs in American museums, Guides (Scottsdale, Ariz.: Iron- tors develop curricula and les- from focused evaluations and see True Needs, True Partners: wood Publishing, 1985); and included such features as time Museums Serving Schools (Insti- sons. They employ 3-D mod- assessments of student learn- estimates, tabbed dividers, John Falk and Lynn Dierking, els, the internet, and primary ing improve our approaches to tute of Museum and Library Lessons Without Limit: How Free- color coded sheets, answers to Services, 2002) available at Choice Learning is Transforming documents; involve their stu- teaching about the past? quizzes, bibliographies, refer- http://www.imls.gov/pubs/pdf/ Education (Walnut Creek, Calif.: dents in hands-on learning These were the questions ence information, indexes, m-ssurvey.pdf. AltaMira Press, 2002). experiences; and take their and concerns that informed 2 Grant Wiggins and Jay daily lesson plans, and refer- 8 Robin Williams has authored students on field trips to house a recent study initiated by ences to the textbook. McTighe, Understanding by a series of practical graphic museums, historic sites, and the Kentucky Archaeological Design (Alexandria: Association design books, including The archeological excavations. Survey, whose mission, in part, for Supervision and Curriculum Non-Designer’s Design Book Within Everyone’s Development, 1998), 8. Hands-on learning activities is to educate Kentuckians (Peachpit Press, 1994). and field trips in particular are about their rich archeological Reach 3 A helpful guide is Michael considered especially enrich- heritage, both prehistoric and Allison and Jude Kaye, Strategic School programs are wonder- Planning for Nonprofit Organiza- ing. Educators believe that by historic. Designed by a history ful ways to reach the commu- tions (New York: Wiley, 1997). touching objects used by peo- education researcher and nity and AASLH’s award ple long ago or by actually vis- archeologists who worked 4 winners provide a useful For a good introduction to the iting the places where history closely with a seasoned fifth- range of possibilities, see Judy benchmark for success. By Diamond, Practical Evaluation happened, students will gain a grade classroom teacher, this designing programs backward, Guide: Tools for Museums and unique and valuable perspec- study targeted a group of 74 encouraging creativity and Other Informal Educational tive on the past that cannot be elementary school students originality, and placing an Settings (Walnut Creek, Calif.: replicated in any other way. who were being formally intro- emphasis on both content and AltaMira Press, 1999). But is this true? Do we duced to archeology for the know what students are actu- first time. Its results have pro-

38 ...... 39 F ORUM J OURNAL F ALL 2004 vided us with important insights main building, documented ology study units, with more into how students think about activity areas within the 20 diverse activities and with history as well as concrete sug- acres surrounding the main deeper student involvement gestions for improving teach- house, and discovered out- and immersion. ing approaches. Our findings buildings such as privies and Learning about how are relevant for anyone barns.1 Over the past three archeologists “do” archeology is involved in teaching others years, activities have expanded the unit’s main focus. It com- about the past, whether they to include a formal education bines lessons from Intrigue of the are historic preservationists, component directed at elemen- Past, the teaching activity historians, or archeologists. tary school students. guide for Project Archaeology (a The nearby university’s national curriculum for fourth Background and small anthropology museum to seventh grades developed Context was the third site. Although by the U.S. Bureau of Land most of the museum’s displays Management); lessons the Three sites formed the back- depict regional prehistory, at teacher developed; and in- drop for our study: a classroom, least one exhibit highlights class visits by archeologists, a historic site, and a museum. archeological research con- who lead the students in an Classroom instruction took ducted at a local historic site. artifact analysis activity and place at Sylvan Elementary We selected these fifth- show them tools and slides of School (a pseudonym), a pro- grade students for several rea- archeological fieldwork in fessional development school sons. First, Sylvan’s fifth preparation for their site visit. for the neighboring university. graders represented the kind of A trip to an anthropology land, the students are divided At Ashland, the students About 600 students from students generally involved in museum, which provided into rotating work groups. One are divided into rotating kindergarten through fifth Kentucky Archaeological Sur- examples of the kinds of inter- group tours Henry Clay’s work groups. One group grade attend Sylvan, which is in vey–sponsored education proj- pretive work that follows exca- restored home, guided by a tours the restored home to a middle-class neighborhood. ects: upper-grade urban/subur- vation and analysis, also is part docent who provides historical learn about Henry Clay’s Ashland, The Henry ban elementary public school of the unit. There, an archeol- background on Clay, his family, political and family life. Clay Estate, served as the field children who are experiencing ogist leads the students in an and the political activity that A second group works experience location. Operated an in-depth introduction to activity focused on interpret- made Clay a prominent figure under the guidance of as a historic site since 1964, archeology for the first time. ing artifacts displayed in the in U.S. history. A second archeologists at several Ashland consists of a restored/ Second, the classroom cases. Students also develop group works under the guid- excavation units, reconstructed late 19th-century teacher involved with our a web page, participate in in- ance of archeologists at several uncovering artifacts, home as well as outbuildings, project had taught an archeol- class discovery centers, and do excavation units. Their tasks screening soil for artifacts, modern gardens, and land- ogy unit to the entire fifth writing assignments. involve using trowels to and placing them in scaping. Research has focused grade at Sylvan each year for An outdoor classroom uncover artifacts, screening labeled bags. A third on studying the lives of the the three years preceding our experience involving a visit soil for artifacts, and placing group, also supervised by plantation’s former inhabi- research. And finally, her unit to and participation in an them into labeled bags. The archeologists, washes the tants, and so, since 1990, of study consists of a much ongoing archeological excava- third group, also supervised artifacts. Photo courtesy archeological investigations more intensive discovery of tion project at Ashland, The by archeologists, works under a of the Kentucky at Ashland have targeted the subject (every week for Henry Clay Estate, is an inte- canvas tent washing artifacts. Archaeological Survey. the architectural history of the five months) than most arche- gral part of the unit. At Ash- During their fieldwork, stu-

40 ...... 41 F ORUM J OURNAL F ALL 2004 2 ...... dents recover, sort, and catego- Research Results It is clear that these chil- when they see artifacts, nor do rize historic artifacts (such as On the whole, the Sylvan Ele- dren absorbed some of the they see artifacts as evidence ceramics, glass, nails, coal, and mentary School students found information we hoped they Student engagement of past human activity or cul- metal objects). their study of archeology were learning. Though they cannot be dismissed ture. Artifacts are still just The students kept field intrinsically interesting and seemed to have memorized a objects to them. They are con- notebooks and, for our study in intriguing, a response that is lot of definitions and facts, in lightly, for without it, fused about research, interpre- particular, at the midpoint of in line with what archeology extended conversations with accomplishing other tation, and “story” and strug- the unit the teacher used a educators have consistently them and from their writing gled with the connections written survey to assess what reported over the past 25 years: assignments, it was apparent goals becomes much between processes and inter- students were learning. These that the field has considerable that most of them truly did more difficult. pretations, and about the materials, as well as written motivational appeal for stu- understand, for example, what nature of evidence-based and oral status reports on stu- dents.3 Student engagement an artifact was, and the notion ...... archeological interpretation. dent work, artifact analysis cannot be dismissed lightly, of layers or stratigraphy. Because of how they conceive worksheets, and the like were for without it, accomplishing These students came trasted with history, the stu- of artifacts, they had a ten- made available to us during other goals becomes much away from this unit under- dents viewed archeology as dency to conclude that a single the project. more difficult. Within the standing that artifacts and sites interpretive and active, an explanation was theoretically, During and shortly after context of our particular study, are special and require special open-ended and ongoing if not practically, possible. students took part in the unit, they demonstrated much actions (we’re not sure, how- inquiry. History, on the other These shortcomings and we also observed and inter- enthusiasm not only for their ever, if that equates to a hand, they saw as passive, a this confusion may be due to viewed the students ourselves. work in class and in the field respect for the past or a fear of largely completed, non- a number of factors: individual We videotaped them doing (at the end of the day of field- the archeology police!). They negotiable narrative. students’ basic intelligence, the in-class historic artifact work, one boy reported that it explained that we study the While our research students’ age and the maturity activity and while they worked had been one of the “best days past to connect ourselves to showed that the field experi- of their thinking processes, the at the excavation sites and in my life!”), but also for the ancestors, understand other ence clearly enhances learn- kinds of information presented washed artifacts at Ashland. interviews. people and past cultures, pre- ing, it also indicated that some to them, and the way in which While at Ashland, we engaged Children really enjoyed pare for further study, improve of the most basic concepts it was presented. In particular, them in interpretive discus- finding things and approached the present (i.e., to make our slipped through the cracks. our use of certain metaphors to sions about the fieldwork (we artifact interpretation with lives today easier or better and For example, it was troubling explain these concepts and asked questions such as: considerable zeal. They will- to find out about mistakes to learn that the students ideas may have been partly “What are the archeologists ingly speculated about the made long ago so that people did not always make clear con- to blame. “Puzzle” and “story” trying to find out here?” and people who created and used today will not repeat them), nections between material were the biggest culprits. “Why would someone want to various artifacts (qualifying and satisfy personal interest remains and the cultures that The puzzle metaphor know this?”). At the conclu- words appeared regularly in (the fascination of digging up produced them. “Found likens archeological research to sion of the unit, we inter- their descriptions, such as the past was the purpose that objects”—rocks, fossils, pot- fitting fragments together viewed all of the students, in maybe, sort of, I guess, we don’t they found most personally tery sherds, animal bones, (objects or facts) to make a groups of three or four, taping know, somehow, and so forth) motivating). Most of these human bones—are all fasci- whole (object or idea), thus each interview (we asked and engaged in extended con- responses parallel findings nating to them. Yet, they did we explained to the students questions such as: “What is versations contrasting their from other studies of children’s not understand how archeolo- that doing archeology is like archeology?” “What is an arti- own lives with life in the vari- and adolescents’ thinking gists study past cultures working a puzzle. Piecing fact?” “How can artifacts tell ous pasts to which they were about history.4 through objects. They do together a puzzle does, indeed, us about the past?”). exposed. Significantly, when con- not see patterns of history capture some features of arche-

42 ...... 43 F ORUM J OURNAL F ALL 2004 ological work (and archeolo- told the students that artifacts Archeological sites and the understand that archeological gists actually do piece artifacts and patterns of artifacts tell artifacts they contain hold as stories are inevitably partial, together sometimes). Assum- the story about the people who many stories as there were ambiguous, and subject to ing that all the pieces remain, made them, used them, and people who lived there. Simi- change as new pieces of evi- the resulting object is, at a very left them behind. By studying larly, archeology stories are not dence are found. They also literal level, complete; and artifacts and their patterns, fantasies (although they are understood that careful obser- it certainly is true that for archeologists read the story created in our imagination), vation of artifacts leads to archeology, as with puzzles, if of the past. But we found little and artifacts aren’t vehicles for better inferences and a more any pieces (artifacts) are miss- evidence that the students in spinning those tales. Artifacts complete story about the past; ing, information is missing. But our study understood that an are evidence, and archeolo- and that disturbing artifact while this metaphor works well archeological story represents gists base their interpretations patterns or removing artifacts at the artifact level, the same an evidence-based interpreta- on this evidence. Archeologi- from a site “messes up,” erases, cannot be said of its applicabil- tion of the past. The way in cal stories must make logical or destroys the story. ity to any assignment of mean- which we used this metaphor sense. They aren’t make- ing to the artifact in the context implied that this story is “made believe. Teaching Insights and of a site or as part of larger up,” like a creative writing In contrast, another meta- Suggestions patterns of culture. assignment. So when asked to phor we used—archeologists Our use of this metaphor explain what “story” a group of are like time detectives or While we gained many spe- implied that when archeolo- artifacts might tell, students forensic scientists, solving the cific insights relevant to arche- gists put all the puzzle pieces tended to create interpreta- mysteries of the past by paying ology education and its prac- together, they know all about tions that relied more heavily close attention to the clues tice, here we would like to the past and the people’s ways on narrative structures—prob- long-ago people left behind— broaden our scope and discuss of life (i.e., the puzzle is com- lem, climax, resolution—than was more successful. We told insights we believe are rele- plete). Archeological research on archeological evidence, the students that in searching vant to anyone involved in isn’t really like that. A regular often abandoning evidence in for an understanding of peo- teaching about the past. puzzle has a border, is two- favor of maintaining a story ples’ lives, archeologists have Whether or not students a set of tracks under the The fifth graders’ dimensional, and is static. line. This pattern also appears to measure, analyze, and have ever visited an archeo- ground). When we come to coordinated study of Usually all the pieces are in other studies of historical record detailed observations logical site or historic place, classrooms to talk or when we archeology includes there, and the answer is on the thinking.5 about artifacts and their pat- they do not come to their first are formally involved in teach- classroom visits from front of the box. But an arche- This metaphor is mislead- terns that provide clues (facts) formal study of a subject as ing a unit, we need to remem- archeologists who show ological puzzle has no borders, ing because the past can never about the past. Just like detec- blank slates. They have prior ber that while we might be the slides of fieldwork and and it is three-dimensional. be fully recaptured, and any tives do when they go about notions and/or fragmentary first in-the-flesh architectural lead an artifact analysis All the pieces are never there, interpretations of the past, no solving crimes (answering knowledge about it. Some- historian, historian, or arche- activity, a field trip to an and there is no single right matter how carefully pieced research questions), they use times these prior notions are ologist the students have ever anthropology museum, answer. Often the best arche- together, are inevitably shaped the clues to speculate about correct, up to a certain point. talked to, they have already and a day of supervised ologists can do about answers by the questions guiding the way life was in the past Sometimes they are dead formed ideas about what it is archeology fieldwork at is to present several explana- archeological inquiry, as well (draw conclusions based on wrong (the idea that archeolo- we do. Ashland, The Henry Clay tions, and, from them, identify as the background knowledge informed inferences they make gists are mainly interested in Metaphors are useful for Estate. Photo courtesy of the most plausible one. and experience of investiga- about these artifacts and the finding fossils for instance, or clarifying, illustrating, and the Kentucky With regard to our use tors.6 As a result, no “whole patterns they observed). This the notion that the Under- explaining something that is Archaeological Survey. of the “story” metaphor, we story” exists or can ever exist. metaphor helped students ground Railroad was actually far removed from the listener’s

44 ...... 45 F ORUM J OURNAL F ALL 2004 3 See Karolyn Smardz and Shel- we studied had all the advan- what to omit—and, thus, not Dr. Linda S. Levstik is a professor of social studies education in the Universi- ley J. Smith, “Conclusions and tages—a committed teacher, overload the lessons. ty of Kentucky’s Department of Curricu- Perspectives,” The Archaeology a focused unit, a hands-on Finally, if one of our goals lum and Instruction in Lexington, Ky. Education Handbook: Sharing the learning approach, the in teaching about the past Past With Kids (Karolyn Smardz involvement of archeologists, involves influencing how stu- and Shelley J. Smith, editors; Notes Walnut Creek, Calif.: Altamira out-of-classroom learning oppor- dents value it and the places 1 Press, 2000), 371-376. tunities—and still there were that represent it, then all of us, See W. Stephen McBride, “Archaeology of Henry Clay’s 4 See Linda S. Levstik and Keith important conceptual linkages historic preservationists, histo- Ashland Estate: Investigations they did not make. Were rians, and archeologists alike, C. Barton, Doing History: Investi- of the Mansion, Yard, and Privy,” gating with Children in Elementary our expectations unrealistic? especially need to attend to Archaeological Report 281 and Middle Schools (Mahway, Comparatively speaking, what the “So what?” when we (Program for Cultural Resource N.J.: Lawrence Erlbaum, 2001); do students learn from engage students in studying Assessment, Lexington: Univer- and Peter C. Seixas, “Students’ sity of Kentucky, 1993); W. Understanding of Historical a unit of study that consists the past. We must ask our- Stephen McBride and Mark of a few lessons before and selves… Significance,” Theory and Esarey, “The Archaeology of the Research in Social Education 22 after a field trip to a site? We “What difference will it Ashland Privy, Lexington, (1994), 281-304. are indeed naive if we think make if my students learn Kentucky,” Historical Archaeology 5 that a field trip experience will this?” in Kentucky, Kim A. McBride, See Bruce A. VanSledright and W. Stephen. McBride, and David Jere Brophy, “Storytelling, Imagi- change students’ view of the “What makes learning Pollack, editors; Frankfort: nation, and Fanciful Elaboration world, and that it will encour- about the events, issues, con- Kentucky Heritage Council, in Children’s Historical Recon- personal experience and we age them to feel a sense of cerns, and people of the past 1995), 265-295; and W. Stephen structions,” American Educational Educators have are not advocating dropping stewardship for our nation’s so essential to developing an McBride and Kim A. McBride, Research Journal 29 (1992), 837- consistently reported the use of these metaphors. fragile cultural resources and understanding of who we are “Preliminary Archaeological 859. Investigations at Ashland, that archeology has 6 But we need to use metaphors, to value the past and the today?” Lexington, Kentucky,” Archaeo- See Michael B. Schiffer, great motivational especially “puzzle” and “story,” places where the tangible evi- “What can the study of logical Report 245 (Lexington: Anthropological Perspectives appeal for students. The with care to ensure that they dence of the past remains. the past provide students that University of Kentucky, 1991). on Technology (Albuquerque: Sylvan students really University of New Mexico Press, are not confusing students. As educators, our expec- nothing else can provide? 2 For a more complete discussion 2001). enjoyed finding things. Students need to realize tations about what our stu- …and then develop units of our research results, see Linda One boy called his day that we can never get the dents actually will learn from of study that address these S. Levstik, A. Gwynn Hender- of fieldwork one of the whole story of the past, even if a field trip or a hands-on lesson basic questions. Having done son, and Jennifer S. Schlarb, "best days of my life!". we read every document, study must be realistic. We need to this, we will have fanned the “Digging For Clues: An Archae- Photo courtesy of the ological Exploration Of Histori- every building, and analyze ask: “What questions motivate flames of passion for the past cal Cognition,” paper presented Kentucky every available artifact. Stu- this study?” “How can students within another generation. at the Fifth World Archaeologi- Archaeological Survey. dents must understand that, be introduced to these ques- ...... cal Congress, Washington, D.C. while historical research does tions by this visit?” By think- (2003); and Linda S. Levstik, A. allow investigators to tell ing carefully about what we Dr. A. Gwynn Henderson is staff Gwynn Henderson, and Jennifer archeologist and education coordinator S. Schlarb, “Digging Into the stories about the events and intend to teach, we will be Deep Past: An Archaeological people of the past, these stories open to what is possible/plausi- for the Kentucky Archaeological Sur- vey, Lexington, Ky., which is jointly Exploration of Historical Cogni- are ones based on facts and on ble in a particular circum- administered by the Kentucky Heritage tion,” International Review of His- the consideration of evidence. stance. In this way, we can Council (the state historic preservation tory Education Vol. 4 (University The 74 Sylvan Elemen- make intelligent decisions office) and the Department of Anthro- of London, 2004). tary School students whom about what to include and pology at the University of Kentucky.

46 ...... 47 F ORUM J OURNAL F ALL 2004 toric Places in 1978 and is the excitement about the historic donations and assistance with largest and most dense theater built environment around distribution, and the Bank of Teaching “Street Smarts”: district in the country with them. America offered financial sup- The Los Angeles Conservancy’s twelve theaters in just seven 2. Youth-based projects port as part of its underwriting blocks. Many of the Conser- should have strong links to the of the Broadway Initiative. Kids’ Guide to Broadway vancy’s early programs and Conservancy’s core mission As one of the first proj- ...... Jane McNamara and Trudi Sandmeier tours focused on these rich of urban preservation and ects of the new Youth & Fam- historic resources in the heart involve interactions with real ily Outreach Initiative, it was Finding architectural gems in The Broadway of downtown. In 1999, in an historic places and materials. crucial to all involved that the midst of a dense, layered, Initiative and the effort to bring attention and A Broadway-focused youth the Kids’ Guide serve as a urban streetscape can be a chal- Youth & Family help to these architectural and project offered both the oppor- strong model for the Conser- lenge for even the most sea- Outreach Initiative cultural icons, as well as the tunity to interact with one of vancy’s future preservation soned architectural explorer. plentiful but decaying historic LA’s most interesting historic education efforts. Working Yet the “aha!” moment of see- The Kids’ Guide explores a six- commercial architecture that urban streetscapes as well as from the conclusions of the ing beyond unfortunate signage block stretch of Broadway in fills downtown, the Conser- a strong link to one of the Youth & Family Outreach or a horribly mangled facade to downtown LA, which has an vancy launched the Broadway Conservancy’s most innova- Study, the project team iden- the truly beautiful architecture amazing wealth of historic Initiative. Through the efforts tive preservation programs. tified four key approaches for hidden in plain sight can be movie palaces, department of a full-time staff person, the the Kids’ Guide: one of life’s great rewards. Any stores, and other commercial Conservancy works with The Kids’ Guide to 1. Engage kids with the preservationist knows that buildings from the early 1900s developers, owners, shopkeep- Broadway Project built environment by giving vision and imagination, the through the early 1930s. This ers, and other constituencies to them tools for exploring what ability to see hidden beauty, is same area is now home to a proactively rehabilitate the The Kids’ Guide to Broadway they can actually see in their essential to our ability to save vibrant, bustling Latino shop- street and its historic buildings. was conceived in two parts: communities today. historic buildings. ping district at the street level When the Conservancy a bilingual (Spanish and Eng- 2. Focus on real, everyday It is just this experience— and a number of loft housing decided to launch its new lish) self-guided interactive historic fabric rather than discovering and getting excited conversions on its upper floors. Youth & Family Outreach Ini- booklet about the street, and pristine restored sites to help about historic architecture in Efforts are also underway to tiative in 2003, Broadway a series of web-based resources kids “discover” the great build- urban landscapes—that the restore its historic movie seemed to be the logical and and follow-up activities for ings all around them. Los Angeles Conservancy palaces and rezone portions of appropriate focus for an early kids, parents, and teachers. 3. Teach kids to “read” sought to encourage with its the street to create a nightlife project. Prior to beginning this Erin Sullivan, a local teacher an urban streetscape to find Kids’ Guide to Broadway. This and entertainment district. new phase of educational out- and curriculum writer, was links to the past by using their educational guidebook, com- The Conservancy has reach, the Conservancy com- hired to develop these materi- imaginations to look beyond plemented by a set of follow-up long had a special connection pleted an eight-month study als with the Conservancy to bad remodels, dirt, changed web-based materials, is aimed to Broadway because of its about how best to approach ensure that they were age- uses, etc. at youth from roughly eight to important concentration of youth-based programming. Of appropriate and linked to 4. Link the past to the twelve years old. historic resources, many of the many conclusions outlined relevant curriculum standards. future by helping kids value which have been threatened in this report, two emerged as The City of Los Angeles Cul- where they live and under- over the years. The Broadway particularly important: tural Affairs Department and stand how preservation can be Historic Theater and Com- 1. To create a preserva- Councilman Antonio Vil- part of making these places mercial District was listed in tion ethic in youth, they must laraigosa agreed to collaborate even better. the National Register of His- first gain an awareness of and on the project through in-kind

48 ...... 49 F ORUM J OURNAL F ALL 2004 The Booklet Spanish-speaking parents The structure of the guide tical on a street as crowded as groundwork for further explo- With these four basic tenets in who bring their children to itself is quite simple, based on Broadway and because we ration and learning, whether mind, the project team Broadway on the weekends. the four key approaches wanted to keep the kids’ atten- in a structured classroom envi- embarked on the hard work of In an effort to make the described above. The short tion on the buildings them- ronment or in a less formal actually creating fun, practical booklet as cross-cultural as introduction to the guide is selves. The building-focused way. It is also meant to light a education materials about possible, the booklet randomly light on history and strong on activities are as simple as spark—making it fun for kids Broadway. The self-guided alternates the two languages encouraging children to getting children to walk to search out old buildings in interactive booklet was chosen rather than privileging one explore and imagine—the inside the Bradbury Building, their own neighborhood or to be the centerpiece of the or the other by consistently goal is to get them excited a relatively nondescript 19th- wherever they go. project. This format was putting it first. One drawback about Broadway not to give century brick office building selected because it could be of a bilingual guide is the them an in-depth history les- outside that hides one of LA’s The Web-based used both by parents and kids increased text it requires, par- son. The next section, “How most dramatic interiors, or Activities exploring together and by ticularly for youth-focused to Look,” is in many ways the having them find the “ghost” teachers who wanted to create materials where images are most important in the guide. of a ticket booth in the terra To encourage follow up to the their own field trips to Broad- crucial. In the case of the It gives kids some simple tools cotta sidewalk in front of Kids’ Guide, we created a series Making the booklet way. This versatility greatly Kids’ Guide to Broadway, for discovering historic archi- movie palace turned electron- of pages on the Conservancy’s bilingual was an increases the potential audi- however, we felt having both tecture in an urban environ- ics store. We also included website (www.laconservancy. important choice. ence for the Kids’ Guide. In languages was so important ment, such as looking up and observation activities designed org/kids/kidspage.ph4). This Broadway is a thriving addition, it allows teachers that we were willing to deal down and finding “ghosts” of to help kids see what preserva- was both a practical deci- shopping destination for and other educators to develop with this issue (and, luckily, past structures and signs. This tion benefits can be accom- sion—the web is the least the city’s Latino their own ways to use the we had a designer who was section also includes a basic plished through such simple expensive way to provide a lot community. While the guide rather than being tied to able to create a great looking vocabulary of architectural actions as cleaning a building. of content—and one based on guide targets children who a guided tour or set curriculum, guide despite the large features and building materials And, we ask participants to the Conservancy’s Youth & are generally reading which was identified as very amount of text). specific to Broadway. And, it use their imaginations to think Family Outreach Study. In the English, it can be shared important in the focus groups The reading level chosen encourages children to look at about what it might be like to study, teachers strongly sug- with family members who held during the Youth & Fam- for the booklet was third/ the streetscape as a whole and live in a historic office building gested that the web is one of may not be. The guide also ily Outreach Study. fourth grade. This ensures that absorb the distinctive “feel” of or what might lie beneath a the best ways for them to has the potential for use by Making the guide bilin- the booklet is appropriate for Broadway. sadly “remuddled” facade. access materials and resources ESL classes and others gual was another important the two most relevant curricu- The rest of the guide is What we did not try to do to use in their classrooms. The learning English. choice for the project. As lum links in LA schools: local given over to having children with this guide is teach archi- web materials involve three mentioned previously, Broad- and community history in the explore specific historic build- tectural or urban history. It components: way is currently a major third grade and California ings along Broadway. Each of does not include dates of 1. Resources, both book- shopping destination for the history in the fourth grade. the 12 buildings featured in buildings, architects’ names, lists and links to other web- city’s Latino community. The third/fourth grade reading the guide was chosen to descriptions of different styles, sites, to help kids and adults And, while the guide targets level is also a good one for engage participants in a differ- or details of historic events learn more about the history of children who are generally adults learning English, which ent way, or with a different related to Broadway. Its pur- Broadway and Los Angeles, reading English, their parents makes the booklet helpful type of building, through close pose is to get children to open about specific buildings, and may not be. Having Spanish for people who primarily observation. We consciously their eyes and see in order to about historic architecture. text makes using the booklet speak Spanish, and potentially did not include writing or get excited about the historic 2. Follow-up activities for an approachable family activ- makes it useful for ESL teach- drawing exercises in the guide, buildings around them. This parents and children to do ity for the many primarily ers as well. both because they are imprac- crucial first step lays the together, such as spotting

50 ...... 51 F ORUM J OURNAL F ALL 2004 as part of the Conservancy’s the booklet to schools and Clifton’s Cafeteria, a historic good treasure hunt, especially study process. libraries, the Conservancy restaurant on Broadway that children. Building on this reached out both to its own is included in the booklet. premise, we primarily designed Distribution and membership and to Broadway As a popular spot for families the Kids’ Guide to illustrate Publicity shoppers. To engage the many who shop on Broadway, that there are treasures all families who are Conservancy Clifton’s is an ideal partner around us—if only you take Knowing that the booklet and members, the guide was first to distribute the Kids’ Guide, the time to look up, or down, web materials would only be launched at the Conservancy’s and to date they have given and notice them—whether effective if they were actually fall 2003 “Broadway Behind- away more than 500 copies. they are buildings or lamp- used, distribution strategies the-Scenes” special tour. Gen- In addition, more than 1,000 posts, terrazzo sidewalks or were central to the Kids’ Guide erally these big tours, which copies of the guide were ghost signs from times gone by. project planning from the attract up to 1,000 people, are distributed at the annual We also knew that to beginning. Luckily the Con- for adults only. But with the “Fiesta Broadway” Cinco de build new preservation con- servancy had several strong Kids’ Guide available, the Mayo celebration, a huge stituencies, kids must get partners for this aspect of the Conservancy was able to mar- street fair particularly popular engaged in the imagination project. The City of Los Angeles ket the tour to family groups in in the Latino community. The and vision of historic preserva- Cultural Affairs Department its membership. An article in guide is also available on tion—not just see the pristine sponsored the printing of the the Conservancy’s newsletter, the Conservancy’s website and restored house museums but booklet, which allowed us to which has a circulation of it can be ordered by mail for recognize and understand his- print a large number in four roughly 8,500 households, also just the cost of postage. Future toric buildings in their natural colors and to distribute them publicized its availability to plans include marketing the habitat and in the places they items on Broadway for a scav- free of charge. Early on, Coun- our membership, resulting in guide to local scout groups and live, shop, and play. Our chal- "Look Up! Look Down!" enger hunt for a return visit to cilman Antonio Villaraigosa, many requests to receive other youth-focused commu- lenge, as preservation advo- "Look for Ghosts" "Look the street. These activities whose district includes the copies of the booklet to share nity-based organizations, as cates and educators, is to share for Dates," the Kids’ were also conceived to be Broadway National Register with children, grandchildren, well as encouraging wider use the thrill of discovering archi- Guide to Broadway appropriate for non-school district, committed to distrib- and classrooms. Several of our in schools through postings on tectural “diamonds in the advises. At Clifton’s groups, such as scout troops, ute the booklet to every members also made sure that teacher list-serves. rough” with young people and Cafeteria, guidebook boys’ and girls’ clubs, and fourth-grade classroom and their local school libraries channel that energy and users are urged to look library programs. every library in his district. He received copies of the booklet. excitement into valuing and down to find this colorful Our Goal as 3. Follow-up classroom also agreed to host a publicity In addition, the booklet has Preservation Educators caring for these places for years terrazzo floor and look up activities, each of which has event, in partnership with been distributed at Conser- to come. to imagine the beautiful an explicit link to a California Margie Johnson Reese, the vancy events, such as our pop- Responding to the Outreach ...... building now hidden State curriculum standard and general manager of the City of ular “Last Remaining Seats” Study recommendations and behind a metal grille. can be adapted up or down Los Angeles Department of film series held annually in the matching activities to curricu- Jane McNamara, an educational con- for various elementary grade Cultural Affairs, to showcase historic movie palaces on lum standards have been sultant in New York City, was director levels. These are not full lesson the results of some of the Broadway, an event that attracts essential for creating and pro- of education at the Los Angeles Con- servancy from 1999 through 2003. plans but rather short easy-to- follow-up projects from the more than 10,000 attendees moting the Kids’ Guide to Trudi Sandmeier is the Los Angeles integrate activities that can be web and draw public attention over a six-week period. Broadway program. But all Conservancy’s Broadway Initiative used in a number of different to the availability of the book- To reach families who use along we have been guided by coordinator. ways in the classroom—the let and web materials. Broadway on a regular basis, something more fundamental: format that teachers requested Along with distributing the Conservancy worked with We knew that everyone loves a

52 ...... 53 F ORUM J OURNAL F ALL 2004 4. Contact the school district Ten Things You Can Do to to find out if it needs supple- mentary materials relating Improve Heritage Education in to history and social studies. Your Community Teachers are often expected ...... Katherine V. Stevenson to provide supplementary classroom materials such as 1. Know what is being offered After talking to staff at local maps, supplementary reading, by the local preservation institutions, you will have a posters, illustrations, etc., at organization, the historical much better idea of where the their own expense. You could society, the museums, and gaps are. Seriously consider contact the school district or a libraries. Ask them about whether you can make a time school principal and assemble their capacity and their needs. contribution based on your a “needs catalog” of desired You will be most effective if experience and availability. materials. You could con- you are well informed about Do your skills match what is tribute toward fulfilling the the programs and activities needed? Could you and sever- needs yourself or pass the cata- already being offered in your al friends work on a project or log around to likely donors. community. program together? This publication contains Do they offer programs to 5. Write a Teaching with practical advice for teachers, Shadows-on-the-Teche, a school groups? Are those full or 3. Learn about the social Historic Places lesson plan in preservationists, and museum National Trust Historic are there spaces that could be studies and history curricula collaboration with a local and site interpreters for devel- Site in Louisiana, is one used by school groups or others? taught at local schools. What historic site. Share the lesson oping programs and instruc- of the thousands of Do they hold teacher local sites connect to these plan with the school district. tional materials that focus on historic places you can institutes? What topics do they national or state themes? In recognition of the time historic places as teaching visit to explore your cover? How many teachers can With the teaching reforms pressure on teachers, the tools. See www.preservation heritage. Photo by Ron attend? How many actually do contained in the new educa- National Park Service started books.org. The National Park Blunt. attend? Do the teachers bring tion laws such as No Child a series of lesson plans based Service has assembled an their classes to the institution Left Behind, teachers are even on historic places that are “author’s packet” that describes after they attend the training? more pressed for time. They do “classroom-ready.” There are the process and content of Are there walking tours not have the time to research now more than 100 of these a lesson plan and invites or events about local history? the connection between local lesson plans available online authors to contribute their What needs do the insti- sites and the national history at www.cr.nps.gov/nr/twhp. If completed work. See www.cr. tutions see that are not being themes that they must teach. lesson plans are not available nps.gov/nr/twhp/authors.htm. met at present? What help is If you know what curriculum is for sites in your area you needed? taught locally, you can do the might consider writing one. 6. Assemble a “traveling research and assist the teachers Two publications will help trunk.” 2. Volunteer to assist in by making a clear connection you. One is available from the A traveling trunk is an assem- leading programs, to expand with local sites. You can then National Trust for Historic blage of copies of documents, existing programs, or to provide the school district and Preservation: A Curriculum artifacts, and materials that develop new programs. the local historic sites with this Framework for Professional illustrate an important event information. Training and Development. or period in history.

54 ...... 55 F ORUM J OURNAL F ALL 2004 ...... While researching and 9. Contact your national, assembling a traveling trunk state, and local representa- can require substantial inde- Whether your tives and ask for their support pendent research, collection of contribution to a in making “place-based” replica materials, a clear American history an integral understanding of the state historic place is time, part of education in schools. standards of learning, and research materials, In order to understand history, experience in education, it fills and to recognize one’s own an important need. The trunk enthusiasm or dollars, place in history, people must can travel to the classroom your help will expand see a connection to them- when the class cannot travel selves and the places where to a site. The trunk can be the site’s ability to they live and work. If Ameri- used in a number of ways over reach more people. can history is “out of reach” a number of days, depending ...... and remote, unconnected to on the contents and the local resources and local expe- teacher. Because all children National Trust web sites riences, then the basis for our do not learn in the same way, offer ideas for engaging the development as a people will the trunk offers an alternative community in understanding also be out of reach. In a dem- to lectures, films, etc., by and appreciating their local ocratic society we can not providing touchable materials. history. afford to let that happen. Your To see the variety of topics voice on this topic matters. and contents that some muse- 8. Visit a National Trust or ums and historic sites have other historic site in your 10. Make a donation to the developed, search online for area. Introduce yourself to National Trust or a local “Traveling Trunks.” the staff, ask for their historic site for heritage suggestions about how to education programming. 7. Volunteer to assist a local share information on local Whether your contribution to school in celebrating “Historic history, and tell them you love a historic place is time, Schools Day” or “Historic history too! research materials, enthusi- Preservation Week.” You will be pleasantly surprised, asm, or dollars, your help will There are always occasions to I am sure, to find people who expand the site’s ability to celebrate the history of your share your commitment to his- reach more people. Do not dis- community and its historic toric places and education at count your assistance; it is places. Two opportunities the local historic sites. sorely needed. are “Historic Schools Day” Whether they are publicly or ...... (www.nationaltrust.org/ privately owned, the sites historic_schools_day/index. attract employees and volun- Katherine V. Stevenson is the heritage html) and “Historic Preserva- teers for whom history is a education advisor at the National tion Week.” (www.national- passion. They have often dedi- Trust for Historic Preservation. trust.org/preservationweek/ cated their lives to learning and promoting.html). Both of the sharing that history with others.

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