Open Parks Network

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Drawing of prisoners of war, Andersonville, Georgia.
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In conjunction with the National Park Service, Clemson University has digitized over 350,000 cultural heritage objects and 1.5 million pages of unpublished sources housed in over 20 national parks and historic sites. All images are high-resolution and downloadable.

Each park’s page contains a number of source collections, generally grouped by topic or time period. Open Parks Network allows users to find sources in a number of ways. Users may search by park, source collection, or keyword. For instance, the user can choose to see all collections and items from Andersonville National Historic Site by clicking on the park’s name.

Alternatively, users can navigate directly to a collection of Outer Banks Shipwrecks by browsing an overview of each park’s collections. Open Parks Network also features a map illustrating the number of sources from each geographical location that users can use to access sources. Each of these options are conveniently located in a single “Explore” tab.

The classroom utility of Open Parks Network’s sources varies widely. While the sources within some collections could be beneficial for classroom source analysis and research (e.g., the collection of Civil War Newspaper Illustrations on the Fort Sumter National Monument page), other collections would be of greater use to those with a specialized interest in a park’s operational history (e.g., the collection of Kings Mountain National Military Park Personnel). None of the sources come with any descriptive text, which can make it difficult to contextualize sources.

Instructors and students may find Open Parks Network useful for a variety of classroom activities, including using sources to encourage historical thinking about the past that the parks memorialize or about the parks themselves. This site might be of particular interest for teaching about the National Park Service, given its centennial anniversary in 2016.

Fee Free Days for National Parks

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Photo, DSCF6212.JPG, Oct. 28, 2007, mbeldyk, Flickr
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No time or money in the budget for field trips? Encourage your students to visit historic sites on their own. High school teacher James A. Percoco has incorporated "Individual Field Trips" (IFT) into his teaching for more than two decades. Each IFT requires students to visit a historic site or exhibit related to what they are learning in the classroom and to record and share their experiences. When students study the American Revolution and George Washington, they visit Mount Vernon. When they study the wars of the 20th century, they visit the war memorials on the National Mall in Washington, DC. These visits help students understand history as a living force, physically present in their communities and constantly being interpreted and reinterpreted.

If you have national parks and historic sites near you, take advantage of their Fee Free Days!

Think you're too far away from major historic sites for IFTs to benefit your students? Students can benefit as much from exploring local history as they can from exploring national and state history! Turn to local museums, libraries, and historical associations with suggestions from Teachinghistory.org's Daisy Martin.

If you have national parks and historic sites near you, take advantage of their Fee Free Days. According to the National Park Service (NPS), 264 of its more than 390 parks don't charge admission fees, but don't be intimidated if the NPS sites you'd most like your students to visit do charge fees. Plan ITF assignments so that students have the option to visit sites on one of several days every year that all NPS locations waive visitor fees.

Want your students to visit a museum? Consider planning your IFT around Smithsonian Magazine's Museum Day Live! On September 29, admission to any participating museum is free if students print out and bring along a downloadable ticket.

Whichever sites you choose for your students, make certain to visit the places yourself first. As you explore a site, consider what you want your students to see and how you want them to see it. What connections do you hope they'll make? What aspects of the place might they overlook without guidance? By visiting the site ahead of time, you can plan pre- and post-visit materials and activities that make your students' IFT experience more than just a day out.

National Park Service: Links to the Past

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Image, History & Culture, http://www.nps.gov/history/.
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Visitors to this site are invited to explore historical aspects of the roughly 200 National Park Service locations designated important to U.S. history and prehistory. Materials are organized by "cultural resource subjects," including archeology, architecture and engineers, cultural groups, cultural landscapes, historic buildings, mapping, maritime and military history, and "cultural resource programs," such as the American Indian Liaison Program and Heritage Preservation Services.

Visitors can search for information on more than 2.5 million Civil War soldiers and sailors; more than 71,000 properties listed in the National Register of Historic Places; and approximately 240,000 reports on federal archaeological projects in the National Archaeological Database. National Register Travel Itineraries provide historic guides to 18 cities and communities. The National Underground Railroad Network to Freedom contains information on 51 sites of importance and on slavery and antislavery efforts.

Also of interest are bibliographies on the African American west and public history, and full-text publications on the Antiquities Act of 1906 and the promotion of the city of Seattle during the gold rush era. The homepage—"History and Culture"—presents several topical, comprehensive historical exhibits including the "Eisenhower Virtual Museum."

Mapping the National Parks

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Graphic, Mapping the National Parks
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Funded by the Rockefeller Corporation and part of the Library of Congress American Memory Project, this site features approximately 200 maps that document the history, cultural aspects, and geological features of the areas that became the Acadia, Grand Canyon, Great Smoky Mountains, and Yellowstone National Parks. The maps date from the 17th century to the present and include early European, exploration, geological, environmental, United States Geological Survey, and National Park Service maps.

The site is divided into four sections, one for each of the featured national parks. Each section includes a 1200-word essay describing the history of the area and the process by which it became a national park, illustrated with five to seven maps.

The site also includes a bibliography of over 200 scholarly works on related topics. Other links include a 750-word general history of the mapping of national parks and a "Learn More About It" section that offers links to 14 Library of Congress Special Presentations and related collections and exhibits. The collection is keyword searchable and can be browsed by geographic location, subject, creator, and title. This easily navigable site is ideal for students and teachers interested in cartography, the National Parks system, and conservation in America.

Bringing National Parks into the Classroom

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The National Park Service offers traveling exhibits, media-on-loan, and in-class speakers to bring the diverse historical heritage of our national parks into schools.

Traveling trunks are mini-museums of artifacts allowing students to handle, examine, and study events, people, and places pertinent to national parks throughout the country. They are loaned free of charge, although some are available for purchase, and come with lesson plans and suggested activities.

A few national parks offer in-class programs with Park Rangers who come to schools prepared to contribute to curriculum-based programming based on discussions between the teacher and the ranger in advance of the visit. In some cases, park scientists or other experts may be available as well as park rangers.

Web Rangers is an online activity site appropriate for all ages. History-related activities, ranked easy to hard, introduce narrative and artifacts with interactive experiences encouraging Web Rangers to interpret historical events. Registering to become a Web Ranger opens vistas of the diverse landscape of the national parks through webcams with related environmental data.

Bookmark This! Interactive Exhibits

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Remember the first years of the Oregon Trail game? http://www.nationalgeographic.com/lewisandclark/

http://www.edutopia.org/virtual-field-trips? Internet Explorers: Virtual Field Trips Are More Than Just Money SaversVirtual field trips debuted in the early days of the Internet with an awesome promise: They'd take students to exotic places no school bus could, they'd be a boon to low-income classes without a travel budget, and nobody would get stuck in the car listening to the umpteenth verse of "99 Bottles of Beer on the Wall."

http://www.windowsintowonderland.org/ Explore our award winning electronic field trips! Since 2001, Yellowstone has been offering eTrips to share the resources and treasures of the world’s first national park. Embark on these exciting adventures and look through new Windows Into Wonderland.

http://www.history.org/ Colonial Williamsburg

http://hampsonmuseum.cast.uark.edu/ Virtual Hampson Museum This website represents a Virtual Museum of 3D artifacts selected from the collections at the Hampson Archeological Museum State Park in Wilson, Arkansas. We will continue to add additional artifacts to this site through 2009. The Hampson Museum contains an extraordinary collection of American Indian objects, largely made some 350 to 600 years ago at the location now called the “Nodena Site,” near modern day Wilson. You can "Browse the Collection" where you will view 3D representations and photos of these objects, download 3D data for your own use, and read artifact descriptions provided by archaeologist, Dr. Bob Mainfort of the Arkansas Archeological Survey.

http://www.benfranklin300.org/timeline/index.html Explore Benjamin Franklin's multi-faceted achievements in this interactive timeline based on the international traveling exhibition. Benjamin Franklin: InSearch of a Better World. Play, listen, observe, and have fun learning about Franklin's extraordinary life and legacy.

Maps, Tools for Adventure About the Exhibit

“National Geographic Maps: Tools for Adventure” is a traveling exhibit created by The Children’s Museum of Indianapolis in partnership with National Geographic.

Great Chicago Stories by the Chicago History Museum Read historical fiction stories that illuminate Chicago's past. Use the Interactive History Map to look closer at artifacts from the collection of the Chicago History Museum and to explore locations throughout the city from each story. Build further on your experience with classroom activities.

Visions of the American Environment

Description

"Led by Patty Limerick, this seminar uses focused case studies to explore the larger picture of environmental history, a subject that has grown increasingly complex as historians deepen their understanding of the vast role of 'anthropogenic change' (also known as 'history!') in reconfiguring the places and processes we think of as 'natural.' Much of the seminar explores the transformation of attitudes, from the assessment of North American landscapes and resources by early settlers to the recognition of the changing "baseline" of global warming, along with a reconsideration—and revision—of the usual polarity pitting utilitarian approaches in opposition to preservationist approaches to the management of nature. With guest speakers drawn from the University of Colorado’s widely respected environmental studies program, the roles of naturalists and scientists in shaping American thinking about nature will receive particular attention, as will changes in the production and consumption of energy, a fundamental matter in environmental history. The concluding field trip to Rocky Mountain National Park gives the themes of the lectures and discussions a down-to-earth grounding in a visit to one of the most popular units in the nation’s public lands, while close attention to John McPhee’s 'Encounters with the Archdruid' provides a framework for drawing lessons from the past to enhance the quality of contemporary environmental decision-making."

Registration Deadline
Sponsoring Organization
Gilder Lehrman Institute of American History
Phone number
1 646-366-9666
Target Audience
Secondary
Start Date
Cost
None ($400 stipend)
Course Credit
"Participants who complete the seminar in a satisfactory manner will receive a certificate. Teachers may use this certificate to receive in-service credit, subject to the policy of their district. No university credit is offered for the course."
Duration
One week
End Date

National Park Service History E-Library

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This website gathers together documents concerning the history of National Park Service properties.

Navigation is simple. Just select your park of interest from the drop-down list, and you will be brought to a list of all of the available documents for that particular location. Documents include structure reports, administrative histories, physical and cultural landscape reports, studies of historic resources available, management regulations, conference proceedings, notes, and more.

Note that these resources largely explore the history of preserving a historical site, rather than the importance of the site itself. This is the history of making history public. The documents are most likely to be of use in the later grades, as they lean towards official language. However, there are also images such as floor plans and photographs within documents which may be of use when introducing a park into your discussions.

Tramping Through History: Crafting Individual Field Trips

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"Teachers," the Greek writer Nikos Kazantzakis wrote, "are those who use themselves as bridges, over which they invite their students to cross; then having facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own." With Kazantzakis’s maxim under my wing, I have nurtured his approach to teaching history for 30 years. Washington, DC, and its environs is the great laboratory of democracy. Given the chance to teach in the Washington, DC, area, I can empower my students with a special kind of learning—one infused by time, place, and space.

Rationale

The Individualized Field Trip (IFT) permits students to encounter the past at historic sites and museums, all within the context of learning history based on state and national standards. They make outstanding summative assessment tools, while at the same time permitting students to have an enjoyable and fun experience while they learn.

Description

The IFTs I have constructed over the last two decades have included student visits to battlefields, cemeteries, public monuments, history and art museums, and other historic sites. These activities are designed to have students, on their own time, visit these places, not simply for extra credit but for required enrichment of my classes. In each case students carry worksheets, a camera, and sometimes readings that they are to complete while visiting their particular site. These trips become a record of their experience, be they studying George Washington, while visiting Mount Vernon; Theodore Roosevelt while viewing an artistic exhibition interpreting his life at the National Museum of American Art; walking the National Mall and looking at the 20th-century war memorials to World War II, and the Korean and Vietnam Wars; or traipsing through Congressional Cemetery in search of the final resting places of Mathew Brady, the famous Civil War photographer, or feminist sculptor Adelaide Johnson, whose National Memorial to the Women’s Rights Movement sits in the Rotunda of the U.S. Capitol.

These activities are designed to have students, on their own time, visit these places, not simply for extra credit but for required enrichment of my classes.

In the days before PowerPoint I used to have students create photo essays, placing images on poster board and adding captions underneath each image for identification. Today with more sophisticated technology and access to digital archives via the web, students can now craft engaging PowerPoint presentations that incorporate not only the pictures that they take at these sites, but archival images as well.

Tailoring IFT to Teaching Unit

In my regular U.S. History classes I generally require IFTs for three of our four quarters. The IFT for the first quarter is connected to the Colonial Era, Revolutionary Era, and Early American Republic by visiting Mount Vernon. In the second quarter, students visit the National Gallery of Art and study the 1900 plaster cast of sculptor Augustus Saint-Gaudens’s Robert Gould Shaw and 54th Massachusetts Volunteer Memorial. They also visit the National Memorial to African American Soldiers and Sailor’s Memorial by Ed Hamilton dedicated in 1997 which sits a short distance from Howard University, the first institution of higher learning for blacks created during Reconstruction. These visits are related to our study of the American Civil War. During the last quarter students are assigned an IFT I call “Echoes from the Mall,” which requires that they study the three memorials on the National Mall, all erected since 1982, that honor American sacrifice during those conflicts.

Historic Sites as Classrooms

In all of these instances students complete worksheets (Mount Vernon, National Portrait Gallery, Civil War sculpture, and monuments along the Mall) I designed during the groundwork stage of the activity, where I pre-visit the site. The worksheets are specific and can only be answered by visiting the site. Students also must take at least two photographs of the sites during their visit. These photographs eventually illustrate journal entries that students complete, and are placed in their bound composition books. They are also used to decorate a section of my classroom called Clio’s Corner, where images of these student-historians at work are placed on display. To explore the worksheets for each of these trips, see the “download” part of this entry.

Does This Only Work in DC?

While it is true that I may live near Washington, DC, and have access to all these incredible places, I remind you that history and memory have taken place all across the nation. Working with local historical societies, small house museums, and even public libraries can go far in offering you and your students a singularly unique view of the past. Local history can work as a prism for larger issues in American history, connecting your town or community to the bigger picture.

My biggest suggestion is to encourage you to do your homework before you send the students on their mission—you need to visit these places yourself.

My biggest suggestion is to encourage you to do your homework before you send the students on their mission—you need to visit these places yourself. That is crucial in crafting these activities. You need to know what you want your students to see, feel, and experience.