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Site visits provide an irreplaceable learning experience to students in both religious studies and the emerging field of interfaith studies. The conceptual core of this thesis is the claim, drawn from feminist epistemology, that an embodied pedagogy--a pedagogy which engages students not only intellectually, but as embodied beings who inhabit a space, engage in physical activities, and undergo various sensory experiences--is ultimately more enriching than a pedagogy centered exclusively in the classroom. Factors that make a site visit a successful instance of embodied pedagogy include the provision of sufficient context to students in advance for them to understand and appreciate the experience, an opportunity afterward to reflect on this experience in an intentional way, ensuring the site and the community whose space it is are treated with proper respect, and ensuring that the religious sensibilities of one's students are also similarly respected.

The purpose of the Getty Foundation's Campus Heritage Initiative was to assist colleges and universities in the United States in managing and preserving the integrity of their significant historic buildings, sites, and landscapes. The projects supported through this initiative focused on research and survey of historic resources, preparation of preservation master plans, and detailed conservation assessments and analyses. These grants, which did not support conservation implementation or new design, were for entire campuses or significant portions of campuses. A review of the Campus Heritage Initiative grants and subsequent projects reveals a number of observations and lessons learned. The most important observation, revealed through a number of post-project interviews, is the impact of this initiative in sparking a national discussion and effort to identify, assess, and preserve campus heritage resources. Chief among the lessons learned is that consideration of the effects of campus development on campus heritage need to be integrated within the planning process. (Contains 5 figures.)

This article is inspired by recent observations, events, and publications, as well as by a general and rising concern for and appreciation of the culture of American historical heritage as manifested on college and university campuses. Among the influences and inspirations for this article are Richard P. Dober's (2005) "Campus Heritage" and the Ford Foundation-sponsored monographs on the topic he prepared early in his career. Dober's work has long advanced campus heritage as a topic of study. "Campus Heritage" catalogs numerous American examples of historic distinction, buildings and campuses that have shaped the collective imagery and consciousness of higher education. This article proposes to extend Dober's scholarly rigor beyond identification and citation toward a study methodology useful to campus planners and institutional stewards. (Contains 9 figures.)

As physical evidence of institutional aspiration and achievement, ambition and accomplishment, campus heritage (broadly defined) has emerged as a major component in comprehensive campus planning and in devising a site-specific sense of place. Physical actions related to campus heritage include the renewal and/or repurposing of landmark architecture, the restoration of legacy outdoor spaces and gardens, and the protection and installation of microscale elements such as benches, sculptures, and trees honoring local events and personalities. A responsible regard for heritage not only influences recognition and respect for the contributions to campus design of earlier generations but also affects new development. The recent historic preservation efforts sponsored by the Council of Independent Colleges and the initiatives of the Society for College and University Planning/Getty Foundation are welcomed actions that help solidify and further a good cause. (Contains 4 figures.)

Recent studies advocate careful selection of local historic sites and recommend collaboration between stakeholders to create meaningful learning experiences for students. The author describes the efforts of a historical society, a university professor, and a local school district to develop an integrative field trip to a one-room schoolhouse. Discussion includes how content was determined and how the social studies curriculum module provides a hands-on approach to teaching about the past. During pre-visit lessons, a field trip, and postvisit activities third-grade students handle primary sources, listen to oral histories, role-play, and construct a timeline. The author explains how evaluation played an important role in the development and refinement of the module. Teacher and student interviews as well as teacher questionnaires revealed that the field trip effectively connected third-grade curriculum with the history of the Lutz-Franklin Schoolhouse, helping students to develop chronological thinking and to learn the basics about historical research. (Contains 6 figures and 6 tables.)

Focuses on the home of Charles Demuth that is located in Lancaster, Pennsylvania. Describes, in detail, the house and the Demuth Tobacco Shop, which is located next door to the house. Includes information on the life and work of Demuth. (CMK)

Using Gettysburg as an example, the author addresses the major components of a successful field trip, such as pre-teaching, memorizing, and the study of primary sources. Includes information on student participation and other factors of a successful field trip. (GEA)

Few regions in the U.S. boast a more plentiful array of historically significant sites than the 175-mile-long route between Monticello, Virginia, and Gettysburg, Pennsylvania. From the most venerated of Civil War battlefields to nine historic homes of U.S. presidents and thousands of sites listed in the National Register of Historic Places, the region, named the Journey Through Hallowed Ground (JTHG), acquired status as a National Heritage Area in 2008 with approval by the U.S. Congress and President George W. Bush. The four-state Journey Through Hallowed Ground corridor, spanning 15 counties in Virginia, West Virginia, Maryland and Pennsylvania along U.S. Route 15, is one of 48 National Heritage Areas in the U.S. In 2009, the Journey Through Hallowed Ground Partnership, the coalition of 350 nonprofit organizations, businesses, state agencies and local governments that lobbied for the National Heritage Area designation, published "Honoring Their Paths: African American Contributions Along the Journey Through Hallowed Ground," a 248-page book highlighting African-American history in the region. Scholars say "Honoring Their Paths" represents an example of the growing effort by public history associations, to document the broadest possible range of socially and politically significant history. The history in "Honoring Their Paths" draws upon the work of well-established African-American historical organizations that populate the four states in the JTHG region as well as from African-Americans who are descendants of historical figures profiled in the book.

This conclusion summarizes the articles in this special issue, briefly reviews previous depictions of the Pennsylvania frontier, and suggests possible future avenues for scholarly inquiry. [ABSTRACT FROM AUTHOR]

I explore the contentious relationship between ghost tourism and authorized heritage in Gettysburg, Pennsylvania through the classical distinction between magic and religion. Durkheim argues the magic cannot sustain a social universe; it must operate within the bounds the religion creates. Similarly, I show the ghost tourism in Gettysburg reflects the version of the past that authorized heritage constructs. Although actors in the ghost-tourism industry recognize the legitimacy of authorized heritage, they see also ghost stories as a more reliable tool for knowing the past, and teaching it to visitors, than authorized heritage has at their disposal. Thus, they mirror Weber's magicians, whose relationship with the supernatural is based on rationalize formulae. Data for this project were collected over a three-day trip to Gettysburg in August 2017. [ABSTRACT FROM AUTHOR]

During the early twentieth century, amid growing interest in the pedagogical significance of heritage landscapes, Pennsylvanians took a leading role in demonstrating the value of teaching with historic places. A forward-looking Pennsylvania Historical Commission (the Pennsylvania Historical and Museum Commission since 1945) and significant investments by the federally sponsored Works Progress Administration paved the way. This essay reflects on that history toward assessing the role of historic places in education today. It suggests that historic places offer important lessons beyond what they reveal about how Americans lived in the past. Most significantly, we gain new insight into Pennsylvania history by interrogating the reasons why historic sites are preserved and how their management changes over time. Several examples illustrate how challenging students with nuanced considerations of historic places encourages all of us to be mindful of persistent threats to Pennsylvania's public historical resources. [ABSTRACT FROM AUTHOR]

The article discusses a historical document produced in 1754 by Pennsylvania trading post operator John Harris regarding various routes to the present-day city of Ambridge, focusing on confusion regarding its physical description of the Standing Stone, a landmark established by Native American groups at the intersection of the Juniata River and Standing Stone Creek. The article details how modifications of the original source document produced by Harris contributed to an error in the dimensions being reported as to the size of the stone, and discusses how conservation efforts by Pennsylvania archivists restored the document.

News briefs relating to Pennsylvania's history are presented. The web site www.PhilaPlace.org, sponsored by the Historical Society of Pennsylvania, is designed to provide stories associated with Philadelphia's historic buildings and neighborhoods. The book "Soldiers to Governors: Pennsylvania's Civil War Veterans Who Became State Leaders" by Richard C. Savior will be published in January 2010. The annual meeting of the Pennsylvania Historical Association will be held October 2010 at Susquehanna University.

This Article seeks to deepen legal analysis of historic preservation law by analyzing how contemporary presuppositions and legal tools shape changing preservation approaches. It is organized around legal disputes concerning the Gettysburg battlefield, a site of great national significance, which has been preserved in different forms for nearly 150 years. The Article describes the history of preservation at Gettysburg. It argues that the United States Supreme Court's constitutional approval of federal acquisition of battlefield land in 1896 reflected contemporary conservative nationalism. It also analyzes how legal tools for preservation of land surrounding the battlefield have evolved from simple ownership to coordinated regulation and contract, breaking down the traditional stark division between protected and commercial land. Finally, the Article examines how the National Historic Preservation Act governs government choices about what to preserve and how to interpret it. Because preservation of a site associated with a significant event inevitably will reflect contemporary interpretative biases, the law should mandate inclusive processes for making preservation choices and encourage the presentation of multiple perspectives. [ABSTRACT FROM AUTHOR]

The article provides information about the Newseum in Pennsylvania. It is noted that the Newseum was originally situated in Virginia and reopened in a bigger and centrally building in Pennsylvania on April 11, 2008. It considers itself as the most interactive museum in the world, with exhibitions designed by Ralph Applebaum Associates Inc. It features theaters that present informative films, Interactive Newsroom area and exhibitions that follow a more traditional design.

The article focuses on social history and how it is closely related to public history. In small town libraries and historical societies, many stories of history are being told. Visitors and observers learn the stories of people who were their ancestors or the stories of people who were the enemies of their forebears. Communities in Pennsylvania have local historians who know everything there is to know about a wide range of topics. Some of the social history can be considered public history such as Dwight Eisenhower's farm outside Gettysburg.

Algae have been observed in many different extreme environments. We conducted a taxonomic diatom survey from Ice Pond Run stream, Friendship Hills National Historic Site, Fayette County, Pennsylvania in 2002. This stream is chronically impacted by acid mine drainage. The pH observed was low and ranged from 1.91 to 2.22. We identified three algal genera and six species. Two species counted as Eunotia geitlerii and E. exigua showed to have frustule incised ventral deformity and addition of extra striae, which represented 13% of the community relative percentage. Pinnularia subcapitata also showed highly silicified punctae with shallow pores. [ABSTRACT FROM AUTHOR]

Point–Counterpoint is an installation at Eastern State Penitentiary National Historic Landmark in Philadelphia. Operational from 1830 to 1971, the prison is now a museum. One of the largest and most technologically advanced buildings of its day, Eastern State “linked solitude with moral and vocational instruction, exemplified the Pennsylvania System of penology, and became a model for over 300 prisons worldwide.” 1 This installation initiates a conversation with the prison’s architect, John Haviland (1792–1852), about Eastern State’s influential role in establishing an architectural type—the radial prison. [ABSTRACT FROM AUTHOR]

Historic sites serve as windows into the past that rely on material culture to narrate the past to the public. This narration serves as a dialogue between archaeologists and the public, creating a relationship that shapes community and individual awareness of heritage. However, heritage is a mediated and constructed concept that expresses particular histories to support specific agendas, ranging from scholarly archaeological research to urban renewal and redevelopment. The Thaddeus Stevens and Lydia Hamilton Smith Historic Site in Lancaster, Pennsylvania, USA, provides an opportunity to examine how the creation and interpretation of a heritage tourism destination combine to create a form of public archaeology. [ABSTRACT FROM AUTHOR]

Structural analyses were conducted of two covered wooden bridges still in use in the Summer of 2002. The Pine Grove Bridge and Brown Bridge represent the 19th century truss forms of the Burr-arch truss and the Town-lattice truss, respectively. In the Burr-arch truss, the arch is shown to be dominant in carrying the dead load of the bridge, while the truss, following simple beam behavior, primarily provides resistance against concentrated live loads. The use of camber and a common retrofit of steel ties are found to have varied effects. The Town-lattice truss is found to follow simple beam behavior with stress concentrations at the supports. Studies are conducted to highlight the sizing and placement of the chords, the behavior and advantages of bolster beams, and the sizing and placement of the lattice members. It is hoped that this study may aid those wishing to better understand these bridges’ historic significance and demonstrate how modern engineering analysis may aid our understanding of historic bridges. [ABSTRACT FROM AUTHOR]

Reflects on a photograph of the famous copse at Gettysburg National Historical Park in Pennsylvania. Natural elements of the battlefield; Coordination of natural resource management effort; Preservation of the topographical features of the battlefield.

Railroader Memorial Museum and Horseshoe Curve National Historic Landmark, 1300 Ninth Avenue, Altoona PA 16602 [ABSTRACT FROM AUTHOR]

Presents a lesson plan for teaching about the Allegheny Portage Railroad National Historic Site in western Pennsylvania. Discovery of innovative technologies that emerged in the site; Materials for students; Objectives; Teaching activities.