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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)

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)

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)

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 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)

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)

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)

Since the mid-1980s, the Utah Scenic Byways Program, managed by the Utah Office of Tourism, has helped Utah communities and partner agencies and organizations to bring more economic activity to the state by providing safe and attractive access to some of Utah's most scenic, natural and cultural landscapes, its historic towns and outstanding outdoor recreational areas. Utah's eight nationally designated scenic byways and nineteen state scenic byways provide a great travel experience to world-renowned destinations—some of the most significant and remarkable landscapes in the world. Utah's byways play an important role in the livability and quality of life in the many communities that are located along these well-traveled routes. The Utah Office of Tourism and its partner agencies and organizations (Utah Department of Transportation, Utah State Parks and other state agencies, Bureau of Land Management, United States Forest Service, National Park Service, local governments, local convention and visitor bureaus, and civic organizations) remain committed to using the Scenic Byway program to provide the basic travel infrastructure for Utah's burgeoning outdoor heritage- and nature-based tourism industry. The state of Utah Office of Tourism (UOT) requested and was awarded Public Lands Highways funding to produce a Livability Plan for Utah's Scenic Byways and Backways Program. The purpose of the strategic livability plan is to re-examine the program's goals, the organizational framework for achieving those goals, the necessary and new opportunities for funding and financing future investments in visitor infrastructure, and the marketing strategies needed to capture a new generation of travelers eager to experience Utah's great outdoors.