31 results on '"National Trust"'
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2. Historic Neighborhood Schools: Success Stories. Issues and Initiatives.
- Author
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National Trust for Historic Preservation, Washington, DC.
- Abstract
This document offers 19 case studies that show how people across the United States have kept historic schools as vital parts of their communities. The case studies address the most important challenges to the continued use of historic schools as educational facilities. They offer concise summaries of information that architects, contractors, and school administrators have shared with the National Trust for Historic Preservation, and they describe projects that illustrate reasonable solutions to: building code compliance, structural problems, deferred maintenance, mechanical-HVAC upgrades, safety issues, compliance with the Americans with Disabilities Act, integration of 21st-century technology, adaptation to modern educational programmatic needs, and sympathetic additions to historic structures. Contact information provided in each "success story" gives school facility decision makers and neighborhood preservationists the opportunity to talk directly with experts who have overcome vexing problems in school rehabilitation. The schools profiled are: (1) St. Helena Elementary School, St. Helena, California; (2) Portland Middle School, Portland, Connecticut; (3) The Thomas A. Edison Charter School, Wilmington, Delaware; (4) William McKinley High School, Honolulu, Hawaii; (5) Boise High School, Boise, Idaho; (6) Evergreen Academy, Chicago, Illinois; (7) William H. Ray Elementary School, Chicago, Illinois; (8) Carl Schurz High School, Chicago, Illinois; (9) The Shakespeare School, Chicago, Illinois; (10) East Boston High School, Boston, Massachusetts; (11) Fairhaven High School, Fairhaven, Massachusetts; (12) Sidney Pratt School and Community Education Center, Minneapolis, Minnesota; (13) Edward Lee McClain High School, Greenfield, Ohio; (14) Logan Elementary School, Columbia, South Carolina; (15) St. Louis School, Castroville, Texas; (16) Woodrow Wilson High School, Dallas, Texas; (17) Appomattox Regional Governor's School, Petersburg, Virginia; (18) St. Andrew's School, Richmond, Virginia; and (19) Latona Elementary School, Seattle, Washington. (EV)
- Published
- 2002
3. Historic Schools: A Roadmap for Saving Your School.
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National Trust for Historic Preservation, Washington, DC.
- Abstract
This brief suggests that not every historic school can or even should be saved, but all too often, historicschools and options for renovation are routinely dismissed without full consideration of alternatives or community input. The article further asserts that many schools are either abandoned ordemolished simply because of their age, as school administrators argue that theycannot be preserved and adapted to meet modern educational program needs.The article suggests that as residents, parents, elected officials, or school board members, there are various ways to get noticed, participate, and ultimately advocate for saving a historic neighborhood school. The included strategies serve as a road map to help get started, ask the right questions, follow leads, identify warning signs, and build support. The strategies include: (1) get familiar with the process (school facility evaluations, inflated school renovation cost estimates and prejudices, state reimbursement rules, acreage standards); (2) understand the perspective of the educator and the community (find your target audience, recognize the needs of children, consider the educator's point of view, be sensitive to socio-economic and racial issues, maintain civility, anticipate the process); (3) organize stakeholders (engage the school community, form alliances, bring in the experts); (4) plan for obstacles and success (seek funding to support your effort; recognize the human factor); (5) confront the challenge (understand the case for replacement); and others. (EV)
- Published
- 2002
4. Historic Schools: Renovation vs. Replacement & the Role of a Feasibility Study.
- Author
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National Trust for Historic Preservation, Washington, DC.
- Abstract
Weighing the pros and cons of renovating a historic neighborhood school or building a new one takes preservation "know-how," experience, and creativity. The potential for renovation is routinely dismissed without full consideration of the facts and long-term implications. Central to this decision-making process is the feasibility study, often conducted by an architectural consultant hired by a school district. A feasibility study of the issues involved in renovation is the only tested way to evaluate the fit of an old building tocontemporary educational uses. In its most basic form, a feasibility study helpsestablish if renovation of a historic school is possible, practical, and whether it canmeet the proposed educational needs. Not simply a cost-benefit analysis, a feasibility study evaluates technology needs and barriers, scheduling to complete aschool construction project from start to finish, options and alternatives, andpotential implications of decisions to the surrounding neighborhood and community.The included feasibility study checklist can help identify the factors involved in making the best decision and assuring that a feasibility study for an historic neighborhood school is fair, objective, and reasonable. It will also assist in identifying "warning signs," questions to ask, and knowing what to look for when challenging the results and projected cost estimates of a feasibility study. (EV)
- Published
- 2002
5. Historic Neighborhood Schools in the Age of Sprawl: Why Johnny Can't Walk to School.
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National Trust for Historic Preservation, Washington, DC. and Beaumont, Constance E.
- Abstract
This report examines public policy effects on historic neighborhood school expansion, renovation, and replacement needs. It addresses four basic questions: (1) Are public policies inadvertently sabotaging the very type of community-centered school that many parents and educators are calling for today? (2) Do some policies and practices promote mega-school sprawl at the expense of older neighborhoods? (3) Why can't kids walk to school anymore? and (4) How have some school districts overcome policy and other barriers to the retention and modernization of old historic schools? Included are examples of how some communities are addressing these troublesome policies, including several school renovation successes. Concluding sections provide recommendations for policy reforms to buttress neighborhood conservation and smart growth efforts that can help to retain and improve good schools that have served established neighborhoods for generations. (GR)
- Published
- 2000
6. George Washington and the Temple of Democracy. Teaching with Historic Places.
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National Trust for Historic Preservation, Washington, DC., National Register of Historic Places, Washington, DC. Interagency Resources Div., and Hunter, Kathleen A.
- Abstract
This document, from the lesson plan series, "Teaching with Historic Places," provides a description of George Washington's life and the building of the U.S. Capitol. George Washington became the first U.S. President after leading the colonies through the revolutionary war. The U.S. Congress and the President decided to create a federal city on the Potomac River near Alexandria, Virginia. George Washington laid the cornerstone of the Capitol Building in Washington D.C. on September 23, 1793. Drawings, floorplans, and maps illustrate the text. Fifteen student activities supplement the text for instructional purposes in the elementary and secondary school curriculum. (CK)
- Published
- 1993
7. Heritage Education in the School Curriculum: Defining and Avoiding the Pitfalls. Heritage Education Monograph Series.
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National Trust for Historic Preservation, Washington, DC. and Patrick, John J.
- Abstract
Heritage education is an approach to teaching, rather than an academic discipline or subject area. It draws on history, geography, literature, the arts, architecture, and the social and natural sciences to study the evidence of the past remaining in the natural and built environment, the material culture, written documents, and in community practices and traditions. Educators need to infuse the curriculum they have with the best content on history and culture, including exemplars of the built environment that embody and reflect the values, aspirations, and achievements of our ancestors. There are at least five pitfalls to avoid, if educators would make the most of their opportunities to infuse the best content into the core curriculum. These obstacles are: (1) elitism, (2) extreme pluralism, (3) localism, (4) romanticism, and (5) anti- intellectualism. Elitism is described as an overemphasis on the dominant political and social figures in the past and a corresponding underemphasis on the underside of the history of the ordinary peoples in the collective heritage. Elitism promotes a false sense of cultural uniformity. Extreme pluralism is an overemphasis on diversity that denies any common heritage. Localism is defined as an overriding concern with the history and culture of particular places to the neglect of the larger communities within which the local places fit. Romanticism is an indiscriminate and uncritical way of looking at history and culture, ignoring the negatives. Anti-intellectualism is an overemphasis on experiential learning to the exclusion of printed learning materials. (DK)
- Published
- 1992
8. Heritage Education: What's Going On Out There?
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National Trust for Historic Preservation, Washington, DC. and Hunter, Kathleen A.
- Abstract
Heritage education is an interdisciplinary, interactive approach to examining the historical and cultural evidence of heritage that remains in neighborhoods, community, and regions. This paper seeks to answer some basic questions about heritage education, including: What is it? What are heritage educators seeking to accomplish? Is there a right way to go about it? Who is doing it? A number of heritage education programs and activities from throughout the country are discussed. Examples of heritage education practices include history discovery trunks, walks around neighborhoods, field trips to historic sites, adopt-a-building projects, community planning simulations, historical reenactments, and lessons for an integrated curriculum. Research on state and local programs and activities involving heritage education reveals some disturbing information. For example, few of the programs that have been developed have been adopted by the schools they are meant to serve. The vast majority of programs are for early elementary students and connected to local or state history units. There are few existing programs for upper elementary, middle, or high school students. The paper also discusses the "teaching with historic places" program that has been developed cooperatively by the National Trust for Historic Preservation and the National Park Service's National Register for Historic Places. (DB)
- Published
- 1992
9. Heritage Education Resource Guide. Preliminary Edition.
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National Trust for Historic Preservation, Washington, DC. and Hunter, Kathleen
- Abstract
Heritage education is defined as teaching and learning about U.S. history and culture. It is an interdisciplinary approach to education that encompasses subjects like architecture, art, community planning, social history, politics, conservation, and transportation. This guide is intended to help persons identify information about heritage education programs and materials. Listing over 300 resources, the information highlights are available through museums, historic sites, national, state, city, and town organizations, as well as consultants and authors. The guide can be used to network among current practitioners in heritage education. It also can introduce educators from many disciplines to the values and principles of heritage education and can direct them to the various kinds of programs and educational materials. (DB)
- Published
- 1990
10. James Madison and 'The Federalist Papers.'
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National Trust for Historic Preservation, Washington, DC., ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN., National Center for America's Founding Documents, Boston, MA., and Patrick, John J.
- Abstract
A collection of resources for high school history and government teachers and their students, this volume treats core ideas on constitutional government in the United States. James Madison's ideas as found in "The Federalist Papers" are examined in conjunction with their counterpoints in essays of the Anti-Federalists. This volume contains three main sections. Part 1 includes three papers that provide background information and ideas for teachers, "The Federalist Papers in the Curriculum" (John J. Patrick); "James Madison and the Founding of the Republic" (A. E. Dick Howard); and "The Constitutional Thought of the Anti-Federalists" (Murray Dry). Part 2 of the volume includes six lesson sets for high school students of U.S. history or government. Each lesson set consists of a teaching plan and accompanying lessons for students. Part 3 contains 13 primary documents: 7 papers by Madison in "The Federalist" and 6 papers by leading Anti-Federalists. A selected annotated bibliography (Earl P. Bell) provides teachers and students with additional information on Madison and "The Federalist Papers." (DB)
- Published
- 1990
11. A Community Guide to Saving Older Schools.
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National Trust for Historic Preservation, Washington, DC. and Rubman, Kerri
- Abstract
This booklet takes a critical look at some of the assumptions that "newer is better" when it comes to school buildings and considers what is actually lost each time an older neighborhood school is razed or retired. The following six assumptions are examined relative to their accuracy in the real world: 1) that "old" means out of dated or obsolete; 2) that in the long run it is a better investment of funds to construct a new building than to renovate an older one; 3) that older school buildings fail to meet national guidelines for school facilities; 4) that older school buildings have numerous practical drawbacks that cannot be realistically overcome; 5) that a new school will be a source of pride and affirmation for students and teachers; and 6) that a new school building will be an asset to its community and region. Decision making to close a school and getting the community involved prior to that decision are discussed. Several success stories involving school preservation are provided as is a list of national, state, and local organizations for more information. (GR)
- Published
- 2000
12. 'The Federalist' in the Curriculum.
- Author
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National Trust for Historic Preservation, Washington, DC. and Patrick, John J.
- Abstract
"The Federalist Papers," a collection of 85 essays on the principles of republican government written to support the ratification of the Constitution of 1787, has been praised as an outstanding work by individuals ranging from such founding fathers as Thomas Jefferson and George Washington to contemporary scholars in history and government. Some basic constitutional concepts treated in "The Federalist" include: (1) majority rule with minority rights; (2) public order with private rights; and (3) national sovereignty with states' rights. Yet this classic work is only mentioned briefly, if at all, in high school textbooks. While it is possible that teachers may feel the central ideas of "The Federalist" are no longer applicable in contemporary classrooms or curricula or that the rhetoric is too difficult for the average student to comprehend, a credible case for the inclusion of these essays can be made. The reasons for making such a case are: (1) the essays are the keys to knowledge of constitutional government and citizenship in the United States; (2) "The Federalist Papers" reflect core values in the civic culture; and (3) these papers are directly connected to the curriculum of history, government, and civics. Strategies that could be used to introduce these materials into the curriculum are: (1) document based teaching and learning; (2) issue based teaching and learning; and (3) course-wide infusion of content. Education for constitutional democracy should not be viewed as an ideological exercise, but as an extension to each new generation of citizens of the challenge confronted by James Madison and others of the founding period. (PPB)
- Published
- 1989
13. 'The Great Chief Justice' at Home. Teaching with Historic Places. Lesson Plan No. 49.
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National Trust for Historic Preservation, Washington, DC., National Park Service (Dept. of Interior), Washington, DC. National Register of Historic Places., and Patrick, John J.
- Abstract
This lesson emphasizes the virtues underlying John Marshall's commitment to his duties as public official and member of a family. It is based on the National Register of Historic Places registration file "John Marshall House" and information from the John Marshall Foundation of Richmond, Virginia, and the Association for the Preservation of Virginia Antiquities. Materials for students include: (1) readings drawn from biographies and papers of John Marshall; (2) maps of Richmond and the Chesapeake Bay region; and (3) photographs of the exterior and interiors of the John Marshall House. The lesson can be used with units on the Marshall Court during the Early National Period and provides a personal touch with elements of social history to enrich the usual legalistic treatments of John Marshall in standard U.S. history courses. The readings focus on: (1) "John Marshall at Home"; (2) "A Black Robe - Symbol of Civic Virtue and Constitutional Principles"; (3) "A Locket and a Strand of Hair - Symbols of Love and Family"; and (4) "John Marshall on 'My Dearest Polly'." (EH)
- Published
- 1995
14. Heritage Education: A Community-School Partnership. Information Series No. 73., 1993.
- Author
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National Trust for Historic Preservation, Washington, DC.
- Abstract
This booklet is written for communities and their schools to help them design educational programs and activities that use local historical and cultural resources. This approach to teaching and learning is often referred to as heritage education by preservationists, museum educators, site interpreters, and folklorists. The document addresses the importance of the relationship between a community and its schools in promoting cultural education. In a section on heritage education and the school curriculum, the booklet suggests different ways that teachers can use the historical and cultural resources in their area to teach history, geography, social sciences, civics, the arts, language and literature, science and technology, basic skills, and higher-order thinking skills. Programs from different areas of the country are described including that developed by Drayton Hall, a National Trust historic property near Charleston, South Carolina in conjunction with local school districts. Another program discussed consists of a series of resource packets developed by teachers, scholars, and the Mystic Seaport Museum in Connecticut. The "Adopt a Building" program from the Texas State Historical Association, and programs in Washington, D.C., Kansas City (Missouri), and Salt Lake City (Utah) are described. Information on developing a program includes encouraging a preservation ethic, designing an educational program for the schools, professional development for heritage educators, funding for heritage education programs, and resources for heritage education. (DK)
- Published
- 1993
15. Thomas Jefferson's Road to the White House. Teaching with Historic Places.
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National Trust for Historic Preservation, Washington, DC., National Park Service (Dept. of Interior), Washington, DC. National Register of Historic Places., and Hunter, Kathleen
- Abstract
This unit focuses on Thomas Jefferson's route from his home at Monticello in Virginia to the White House when he traveled to Washington in November of 1800 for the upcoming presidential election. The document traces his journey by phaeton, a four wheeled light carriage, from Monticello to: (1) James Madison's home at Montpelier, a distance of 28 miles, on November 24, 1800; (2) Fleetwood on November 25th, a distance of 31 miles; (3) Browns Tavern at what is now Manassas, Virginia, on November 26th, a distance of 33.5 miles; and (4) through Falls Church to Washington on November 27th, a distance of 34 miles. The unit is illustrated with sketches of a phaeton, a small flat bed skiff that was often used as a ferry, Monticello, Zimmerman's tavern, New Gate Tavern, a dependency or small outbuilding at Jefferson's friend's home known as Fleetwood, Montpelier, the White House, and a portrait of Jefferson. Two maps show the topology of the area and Jefferson's route. The text of the document describes Jefferson's journey as can be pieced together from searching his letters, public records, and what buildings and roads are still in existence today. Thirteen different class assignments are given for different areas of the lesson. Issues highlighted are: changes in means of travel, the neoclassical and vernacular architecture of the time, and Jefferson's character traits that can be learned from evidence presented in the lesson. The lesson uses different kinds of historical inquiry. Students see how the use of many different sources can provide the evidence necessary to trace Jefferson's route. (DK)
- Published
- 1993
16. The Old Courthouse in St. Louis: Yesterday and Today. Teaching with Historic Places.
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National Park Service (Dept. of Interior), Washington, DC., National Trust for Historic Preservation, Washington, DC., National Register of Historic Places, Washington, DC. Interagency Resources Div., and James, Diane
- Abstract
This document, from the lesson plan series, "Teaching with Historic Places," explores the history of the Old Courthouse in St. Louis, Missouri. Following an introductory section on the courthouse's role as a seat of justice and meeting place, the document sets out objectives for students and teaching activities. The teaching activity suggestions include details on "Setting the Stage"; "Locating the Site"; "Determining the Facts"; and "Putting It All Together." Activities relate to attached readings on the national railroad and the Dred Scott trial. The document contains four maps and two photographs. (SG)
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- 1993
17. Californio to American: A Study in Cultural Change. Teaching with Historic Places.
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National Park Service (Dept. of Interior), Washington, DC., National Trust for Historic Preservation, Washington, DC., National Register of Historic Places, Washington, DC. Interagency Resources Div., and Cheoros, Peter
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This document, part of the lesson plan series, "Teaching with Historic Places," examines Spanish influences on the history of California through an exploration of one building, Rancho Los Alamitos. Located in the midst of what is now metropolitan Los Angeles, Rancho Los Alamitos began as a simple adobe house on a hill overlooking thousands of acres. Following introductory material the document sets out student objectives and teaching activities. Among the instructional suggestions are sections on "Setting the Stage"; "Locating the Site"; "Determining the Facts"; and "Putting It All Together." The lesson plan includes two map exhibits, five floor plans of the structure, one illustration, two readings, and 10 photographs. (SG)
- Published
- 1993
18. When Rice Was King. Teaching with Historic Places.
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National Park Service (Dept. of Interior), Washington, DC., National Trust for Historic Preservation, Washington, DC., National Register of Historic Places, Washington, DC. Interagency Resources Div., and Metcalf, Fay
- Abstract
This document, part of the lesson plan series, "Teaching with Historic Places," examines the role of rice farming in U.S. history. The lesson, which focuses upon the era of the Southern plantations, includes sections setting out student objectives and teaching activities, as well as notes on visiting the sites. There are subsections of the teaching activities portion entitled "Setting the Stage"; "Locating the Site"; "Determining the Facts"; and "Putting It All Together." The document includes two map exhibits, four photographs, and a diagram of a plantation. (SG)
- Published
- 1993
19. Roadside Attractions. Teaching with Historic Places.
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National Park Service (Dept. of Interior), Washington, DC., National Trust for Historic Preservation, Washington, DC., National Register of Historic Places, Washington, DC. Interagency Resources Div., and Metcalf, Fay
- Abstract
This document, part of the lesson plan series, "Teaching with Historic Places," examines roadside attractions of the United States. Following introductory material the document sets out student objectives and teaching activities. Among the instructional suggestions are sections on "Setting the Stage"; "Locating the Sites"; "Determining the Facts"; and "Putting It All Together." The lesson plan includes nine photographs, eight of which are incoporated into a lesson on using visual evidence. There are readings and activities on the subjects of "Representational Architecture"; "Wigwam Village No. 2"; and "Boosterism and Giant Statues." The document recommends sources for further reading and details on the locations of the roadside attractions that the lesson discusses. (SG)
- Published
- 1993
20. Run for Your Lives! The Johnstown Flood of 1889. Teaching with Historic Places.
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National Park Service (Dept. of Interior), Washington, DC., National Trust for Historic Preservation, Washington, DC., National Register of Historic Places, Washington, DC. Interagency Resources Div., and Metcalf, Fay
- Abstract
This document, from the lesson plan series, "Teaching with Historic Places," explores the Johnstown Flood of 1889. An introduction reviews the historical facts of the disaster that claimed over 2200 lives and produced 17 million dollars in property damage. The document sets out objectives for students and suggests teaching activities. Sections include "Setting the Stage"; "Locating the Site"; "Determining the Facts"; and "Visual Evidence." Readings and activities accompany the sections. There is a map of the area where the flooding occurred, an illustration of the South Fork Dam, and seven photographs of the flood damage. The document also includes sections on "Further Reading" and "Visting the Sites." (SG)
- Published
- 1993
21. Attu: North American Battleground of World War II. Teaching with Historic Places.
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National Park Service (Dept. of Interior), Washington, DC., National Trust for Historic Preservation, Washington, DC., National Register of Historic Places, Washington, DC. Interagency Resources Div., and Metcalf, Fay
- Abstract
This lesson from the "Teaching with Historic Places" series is based closely on the National Register of Historic Places nomination file on Attu Battlefield and U.S. Army and Navy Airfields on Attu, a National Historic landmark. Materials for students include: (1) a reading outlining the Japanese occupation and U.S. recapture of Attu; (2) maps indicating the location of the battle sites; and (3) a series of photographs depicting the battle and its aftermath. The lesson could be used in teaching a U.S. history unit on World War II. Students benefit from studying this battlefield because the Battle of Attu was fought on a comprehensible scale and provides an example of the indomitable spirit of soldiers on both sides of World War II fighting for what the believed to be a just cause. Students learn to explain how the Japanese occupation and U.S. recapture of Attu were significant in the history of the Second World War. They can describe the complexity of even a relatively small scale military campaign. In addition students learn to analyze different sources of information relating to a particular historic site. Students can discuss both the valor of the American soldiers, who fought under weather conditions considered among the worst in the world, and the loyalty of the Japanese troops to their emperor and their cause. Activities include researching the battle, examining the entire Pacific campaign, and trying to arrange for veterans who fought in the Aleutians to come to class and speak. Further readings are suggested. (DK)
- Published
- 1993
22. Log Cabins in America: The Finnish Experience. Teaching with Historic Places.
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National Park Service (Dept. of Interior), Washington, DC., National Trust for Historic Preservation, Washington, DC., National Register of Historic Places, Washington, DC. Interagency Resources Div., and Metcalf, Fay
- Abstract
This document, from the lesson plan series, "Teaching with Historic Places," examines the Scandanavian (particularly Finnish) origins of the log cabins that early U.S. settlers occupied. Following an introductory section, the document sets out student objectives, teaching activities, readings, and illustrations. The teaching activity suggestions include details on "Setting the Stage"; "Locating the Site"; "Determining the Facts"; and "Putting It All Together." A section that encourages the use of visual evidence calls upon students to examine 10 photographs and two sketches, all of which the lesson plan includes. There also are three map exhibits. Readings include "The Log Cabin Tradition"; "Long Valley Finnish Structures"; and "Log Cabin Politics." (SG)
- Published
- 1993
23. Knife River: Early Village Life on the Plains. Teaching with Historic Places.
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National Park Service (Dept. of Interior), Washington, DC., National Trust for Historic Preservation, Washington, DC., National Register of Historic Places, Washington, DC. Interagency Resources Div., and Metcalf, Fay
- Abstract
This document, from the lesson plan series, "Teaching with Historic Places," examines the Native Americans who lived on the plains along the Knife River in what is now North Dakota. Following an introductory section, the document sets out student objectives, teaching activities, readings, and illustrations. The teaching activity suggestions include details on "Setting the Stage"; "Locating the Site"; "Determining the Facts"; and "Putting It All Together." The document also includes two map exhibits, notes to the maps, reading handouts, details on visiting the site, suggestions for further reading, and a series of photographs and illustrations. (SG)
- Published
- 1993
24. America's Country Schools. Second Edition.
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National Trust for Historic Preservation, Washington, DC., Gulliford, Andrew, Gulliford, Andrew, and National Trust for Historic Preservation, Washington, DC.
- Abstract
At the turn of the century, over 200,000 one-room schools existed in the United States. These simple, vernacular buildings represented the nation's commitment to education and were also the center of community life. The country school continues to be a powerful cultural symbol. This book consists of three parts. The first section describes country schools' educational and cultural legacy. Chapter 1 gives an overview placing country schools in the larger social and historical framework of American education. Chapter 2 describes the country school curriculum, discipline, and teaching methods. Chapter 3 presents anecdotes and memoirs describing teacher education, teaching conditions, and teachers' lives on the Western frontier in the late 19th and early 20th centuries. Chapter 4 features oral history material on the role country schools played as rural community centers. Chapter 5 discusses the assimilation of immigrants and minorities through rural schools. Chapter 6 looks at public, private, and parochial country schools in operation today. The second section examines the great variety of design in country school architecture. The third section discusses the preservation and restoration of country schools; describes new uses as museums, centers for living history programs, and community centers; presents preservation case studies; and lists one-room schools, state by state, that remain in public ownership. This book contains approximately 275 references, 400 photographs, numerous illustrations and line drawings, a list of 21 organizational sources of information, and an index of schools. (SV)
- Published
- 1991
25. Madison, Montpelier, and The Constitution: A Field Trip Experience for Students. Elementary Program.
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National Trust for Historic Preservation, Washington, DC. and Biermann, Melanie
- Abstract
The key to a successful field trip is planning. This publication, designed to provide guidelines for elementary school teachers, outlines the step-by-step experience of a participatory visit to Montpelier, the home of James Madison. A prefatory article by constitutional authority A. E. Dick Howard, called "James Madison and the Constitution," provides background information for the teacher. The first step in preparing students for the experience is the showing of an introductory videotape about Madison and his role as chief architect of the U.S. Constitution. Scripts for role-playing during the house tour, called "I Was There!" allow students to meet eight historical figures, influential in that time, and to role play one of them during the tour. The second part of the field trip experience concerns rights and resonsibilities and focuses on constitutional issues today. Again, students play the parts of participants in a constitutional controversy as a docent leads the discussion. The program is designed to be interactive, with students actively shaping their field trip experiences. An 11-item bibliography is included as are all activity materials (maps, timelines, activity sheets, vocabulary lists, and constitutional highlights). (NL)
- Published
- 1990
26. Madison, Montpelier, and the Constitution: A Field Trip Experience for Students. Secondary Program.
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National Trust for Historic Preservation, Washington, DC. and Biermann, Melanie
- Abstract
The life of James Madison, the "Father of the Constitution," and his role in U.S. history are discussed in this guide to an educational program designed to acquaint students with Madison prior to a class field trip to his home, Montpelier. An essay on Madison and the Constitution is included, as well as a vocabulary list, a historic timeline, and a selected bibliography. The guide to the participatory house tour of Montpelier, "I Was There!," is designed to allow students to meet, through role-playing situations, eight people who influenced Madison's life and political principles. A cast of characters and scripts to be used in this exercise are included in the document. Ten activity sheets, and appendices containing highlights from the Constitution and Bill of Rights also appear. All scripts, vocabulary lists, timelines, maps, activity sheets, and Constitutional materials for students are provided. Details for arranging a field trip to Montpelier also are included. (DB)
- Published
- 1990
27. Madison, Montpelier and the Constitution: A Field Trip Experience for Students. Middle School Program.
- Author
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National Trust for Historic Preservation, Washington, DC. and Biermann, Melanie
- Abstract
The key to a successful field trip is planning. This publication, designed to provide guidelines for the middle school teacher, outlines the step-by-step experience of a visit to Montpelier, the home of James Madison. A prefatory article by constitutional authority A. E. Dick Howard, called "James Madison and the Constitution," provides background information for the teacher. The first step in preparing students for the experience is the showing of an introductory videotape about Madison and his role as chief architect of the U.S. constitution. Scripts for the participatory house tour of Montpelier, called "I Was There!" allow students to meet eight historical figures influential in that time, and to role play one of them during the tour. The second part of the field trip experience concerns rights and responsibilities and focuses on constitutional issues today. Students continue to role play as a Montpelier docent leads a discussion of issues. The entire program is designed to be interactive. An 11-item bibliography is included as are all activity materials (maps, timelines, 10 activity sheets, vocabulary lists, and constitutional highlights). (NL)
- Published
- 1990
28. Annotated List of Newsletters on Historic Preservation and Related Subjects.
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National Trust for Historic Preservation, Washington, DC.
- Abstract
This bibliography lists newsletters of interest to those concerned with historic preservation; all titles were selected from those currently being received by the National Trust Library. Each entry specifies the name of the newsletter, its frequency of publication, its publisher, business address, types of articles published, subject areas covered, and, where applicable, titles used previously. More than 60 publications are identified, and, while the majority focus on national issues, a few international newsletters are listed. (FM)
- Published
- 1979
29. America's Country Schools.
- Author
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National Trust for Historic Preservation, Washington, DC. and Gulliford, Andrew
- Abstract
The book examines the one-room schoolhouse and the memories of this important part of the American past through sections on the country school legacy, country school architecture, and country school preservation. The architectural and historical significance of this distinctive building type is evocatively portrayed by more than 400 photographs. The country school legacy section addresses country schools in American education, the four R's (reading, writing, arithmetic, and recitation), teachers' lives on the western frontier, country schools as community centers, country schools and the assimilation process, and country schools today. The country school architecture section provides a review of little red schoolhouses--and others. The country school preservation section discusses the new three R's (restoration, rehabilitation, and reuse) and presents case studies of one school now used as a living history museum and one school now used as a bank. The book closes with a list of country schools (by state) that are currently in use as schools or as museums or as community centers, a bibliography, a list of sources of information, and an index of schools identified in the book. (BRR)
- Published
- 1984
30. America Saves! Energizing Main Street's Small Businesses
- Author
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Lindberg, James [National Trust for Historic Preservation, Washington, DC (United States)]
- Published
- 2016
- Full Text
- View/download PDF
31. Industry Research and Recommendations for Small Buildings and Small Portfolios
- Author
-
Cochrane, Ric [National Trust for Historic Preservation, Washington, DC (United States)]
- Published
- 2013
- Full Text
- View/download PDF
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