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Descriptors:
Course Content; Educational Strategies; Family History; Higher Education; Historical Interpretation; History Instruction; Material Culture; Primary Sources; Secondary Education; Social History; Social Studies

Abstract:
Focuses on the use of artifacts as primary sources within the classroom. Provides examples of this technique, as well as the use of objects from personal family history. Explains how objects can help students learn more about history and society. (CMK)

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Career Development; Clothing; Clothing Design; Clothing Instruction; Competency Based Education; Fashion Industry; Instructional Materials; Job Skills; Material Culture; Needle Trades; Occupational Home Economics; Postsecondary Education; Secondary Education; Service Occupations; Service Workers; Sewing Instruction; State Curriculum Guides; Student Organizations; Teaching Guides; Textiles Instruction

Abstract:
This curriculum guide contains materials for a course that provides occupationally specific training designed to develop knowledge and skills for employment in the textile and apparel industries. Contents include an introduction; the Texas Essential Knowledge and Skills (TEKS) covered; sample course outlines; instructional strategies organized topically by chapters, each containing a chapter focus, chapter vocabulary list, resource list, detailed instructions for the teacher to implement the curriculum, and suggested Family, Career, and Community Leaders of America activities; blended activities; creative ideas; lists of 28 resource organizations, 58 print resources, and 60 web sites; 108 teaching aids; and 6 program tools. Content topics include textile and apparel manufacturing systems, fibers, fabrics, laws, technology applications, career options, and managing multiple family, community, and career roles. The training specialization in production addresses apparel production from design concept to finished product, including the production of products. The management services specialization addresses the apparel production process, coordination of clothing and accessories, and marketing and promotional techniques. The services specialization content includes techniques for alterations, repair, customization, and commercial care of textile and apparel products to meet industry standards. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Art Education; Design Crafts; Elementary Secondary Education; Exhibits; Fine Arts; Geographic Regions; Heritage Education; Instructional Materials; Material Culture; Primary Sources; Resource Materials; Social Studies; Thematic Approach; United States History

Abstract:
The exhibition, "Cherished Possessions: A New England Legacy," consists of approximately 200 objects drawn from the Society for the Preservation of New England Antiquities collection of fine and decorative arts. Each item in the exhibition has been selected for its ability to tell a story and to place the history of that item within the larger history of the region and the nation. This educator's resource guide is designed to help teachers make the most of a visit to the exhibition. The guide allows teachers to focus on specific themes within the exhibition that relate to their classroom teaching. Five thematic sections give students a view of different time periods in U.S. history, while simultaneously introducing them to the techniques historians use to collect and preserve that history. The themes are: "Everyone's History Matters: Family Treasures"; "Tales of the Revolution: Great Stories from the Past"; "Neoclassicism: Old Symbols for a New Republic"; "Fighting for Freedom: Slavery and New England"; and "People and Portraits". Each section includes background information for teachers on two objects, as well as other related objects to look for in the exhibition. It provides discussion questions, ideas for hands-on activities, and bibliographies. The first page of each section provides an overview, a list of lesson objectives, and a summary of subject areas, skills, and topics covered in the section. (BT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Archaeology; Art; Case Studies; Foreign Countries; Lifelong Learning; Material Culture; Petrology; Postsecondary Education; Primary Sources

Abstract:
The re-invigoration of storytelling in academic and public spheres allows rock art to offer opportunities to various publics, of which archaeologists are part. But how exactly this process of archaeology as lifelong learning is to proceed is not always clear, particularly in the United States. Until the last half decade of the twentieth century, rock art as an archaeological research field within U.S. archaeology has had something of a Cinderella status. Perhaps the difficulty in age-determining the imagery has been an impediment. Perhaps the difficulty of excavating rock art has also hindered rock art's academic acceptance. Fortunately, this academic apartheid is waning and rock art is contributing strongly, primarily in terms of theory. Whatever the position of rock art research in the academic context, rock art has always figured prominently in the public imagination. This paper discusses rock art as a contested resource, presents a case study from South Africa, considers rock art and identity, and discusses rock art sites as nodes for tourism. (Contains 25 references and 8 figures.) (BT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Built Environment; Historic Sites; Material Culture; Presidents of the United States; Primary Sources; Secondary Education; Social Studies; United States History

Abstract:
Harry S. Truman (1884-1972) spent 64 years of his life in Independence, Missouri. The qualities instilled in him there as a child and young adult guided him personally and in his careers as farmer, judge, senator, and President of the United States (1945-53). After leaving public office in 1953, he returned to his hometown to live among the family and neighbors who had always supported him. The house where Truman and his wife shared 53 years of married life is preserved today as the Harry S. Truman National Historic Site. The home and neighborhood help people understand the life and character of the 33rd President. This lesson can be used in U.S. history, social studies, or geography courses in a unit on Truman's presidency; or incorporated in a study of the role of small towns in U.S. society and how notable people are shaped by their early years. The lesson plan contains eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Missouri; Kansas City, Independence, and Grandview, Missouri); (5) "Determining the Facts: Readings" (Years of Growth (1884-1906); Years of Change and Challenges (1906-1934); Harry Truman and National Politics (1935-1952); Retirement Years (1953-1972); (6) "Visual Evidence: Images" (Harry Truman's Independence; Truman House, 1904; Truman House Today; Courthouse Square, Independence); (7) "Putting It All Together: Activities" (The Place We Call Home; Why Preserve Old Buildings?); and (8) "Supplementary Resources." (BT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Built Environment; Historic Sites; Material Culture; Primary Sources; Secondary Education; Social History; State History; Student Educational Objectives

Abstract:
When friends and family visited the Douglas family at Brucemore in Cedar Rapids, Iowa, they had the opportunity to enjoy the beauty and grace of the mansion's public places. On its 33 acres, Brucemore had a duck pond, swimming pool, tennis courts, and large formal gardens, besides its 21 extravagant rooms and furnishings. Domestic servants were integral to the sophistication and decorum, much less the functionality, of the Brucemore estate their work touched every part of the estate. During the years the Douglas family made Brucemore their home, 10 or more people maintained the mansion and grounds at any given time. This lesson is based on the National Register of Historic Places property, "T. M. Sinclair Mansion" (or Brucemore) as well as primary and secondary materials available at Brucemore. The lesson can be used in units on the Gilded Age. It is divided into eight sections: (1) "About This Lesson; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Cedar Rapids, 1906; Brucemore Estate, 1911-1928); (5) "Determining the Facts: Readings" (Servants at Brucemore; Danny's Diary; Comparing Period Sources); (6) "Visual Evidence: Images" ( 10 photographs taken at Brucemore); (7) "Putting It All Together: Activities" (Ideal and Real; Built-In Service; Factory Work vs. Domestic Service; Preserving the Past); and (8) "Supplementary Resources." (BT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (836K)

Descriptors:
Academic Standards; Biographies; Built Environment; Critical Viewing; Curriculum Enrichment; Discussion (Teaching Technique); Elementary Secondary Education; Foreign Countries; Heritage Education; Interdisciplinary Approach; Latin American History; Material Culture; National Standards; Social Studies; United States History

Abstract:
The Fall 2002 Idea Book contains suggestions for enriched learning. "Save Our History; Save Our Sounds,""Eureka!" and "Lindbergh Flies Again" involve two or more disciplines of study and would work well for team-teaching projects . Lesson materials from the Arts and Entertainment Network teacher's guide are: "Biography 15: Eureka!"; "Pocahontas"; and "The Lost World." Lesson materials from the History Channel teacher's guides are: "Save Our History: Save Our Sounds" (the lead article); "Save Our History: American Lighthouses"; "Blood and Treasure in Peru"; and "Lindbergh Flies Again." Each lesson provides appropriate national standards correlation; curriculum links; educational objectives; discussion questions and learning activities; vocabulary; and resources. Also includes a list of winning ideas from teachers. (BT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
American Indian Culture; Archaeology; Curriculum Enrichment; Field Trips; Heritage Education; Intermediate Grades; Material Culture; Middle Schools; Museums; Primary Sources; State Standards; Student Educational Objectives; Thematic Approach

Abstract:
Colorado's residents are reminded of the land's past residents, the Northern San Juan Ancestral Puebloans. Their artifacts are encountered throughout the state. What can people learn from the Ancestral Puebloans about how to live on this landscape? The "Escalante Pueblo Curriculum" is designed to enhance a teacher's options for educational activities at the Anasazi Heritage Center (Dolores, Colorado). The curriculum's broad learning goals are to help students: appreciate why archaeology and site conservation are important; understand the processes archaeologists use to study and interpret past people and lifeways; and picture the day-to-day life of the Northern San Juan Ancestral Puebloans. The curriculum is divided into four parts: (1) "The Field Trip Core" (Museum Adventures; Family Life: Listening to How People Lived; Gallery Walk: Learning from the Main Gallery Exhibits; Ancient Neighbors: Touring Dominguez and Escalante Sites); (2) "In-Depth Thematic Sections" (Pueblo Culture--Experiencing the Lifeways of a People; Corn Is Life: A Weave of Religion, Economy, and Community; A Sense of Place: Perceiving the Landscape); (3) "The Nurturing Environment--Discovering Relationships between People and Nature" (Feathered Friends: Bird Watching and Views on Birds; Nature's Harvest: Investigating Plants and Their Uses); (4) "Archaeology in Action Doing and Thinking Archaeology Science" (Why Build on the Hill?: Inquiring about Escalante; Context and Clues: Analyzing Rooms with Artifacts; and Mapping and Measuring: Estimating Population through Site Area). Contains four appendices: standards information, a glossary, annotated bibliography and readings, and teacher evaluation form. (BT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Archaeology; Educational Benefits; Foreign Countries; Heritage Education; Historic Sites; Material Culture

Abstract:
Historical archaeology has evolved from an early preoccupation with famous houses and forts to a study of capitalism around the world. Archaeologists study the cultures and interrelationships of the colonizers and the colonized as they negotiated their places in an ever-expanding world system. Recent studies in South Africa, Latin America, and the United States illustrate the value of historic archaeology in teaching the stories of people whose voices were left out of the national stories. The focus of the teaching is material to the culture of the everyday bric-a-brac, technology, and symbols that people use to survive and to define their identity and their place in the world. Through public archaeology, museum outreach, and education packets, teachers and students can explore a past that touches everyone and illuminates the complexities of the present. (Contains 4 Web site addresses and 23 references.) (Author/BT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Civil War (United States); Heritage Education; Historic Sites; History Instruction; Material Culture; Middle Schools; Primary Sources; Secondary Education; Social Studies; United States History

Abstract:
This teaching guide provides a teaching unit that has been adapted from materials published as part of the National Register of Historic Places'"Teaching with Historic Places" lesson plan series. The lesson describes and discusses the U.S. Civil War Battle of Mill Springs (Kentucky). The lesson plan contains eight sections: (1) "About the Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Ohio River Valley, 1860; Kentucky and Surrounding Region); (5) "Determining the Facts: Readings" (Kentucky's Importance; Battle of Mill Springs; Remembering Those Who Died at Mill Springs); (6) "Visual Evidence: Images" (Death of General Zollicoffer; Mill Springs Battlefield Today; Zollie Tree; Mill Springs National Cemetery); (7) Putting It All Together: Activities" (Choosing Sides; Soldiers' View; Community Action); and (8) "Supplementary Resources." (RJC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (485K)