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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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)