ED 115 563
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INSTITUTION
S PONS AGENCYPUB DATENOTEAVAILABLE FROM
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Johnson, Katherine; Robinson, DavidSchools and Bicentennials: A New York State Handbookof Ideas.New York State American Revolution BicentennialCommission, Albany.New York State Education Dept., Albany.7545p.New York State American Revolution BicentennialCommission, 99 Washington Avenue, Room 1700, Albany,New York 12234 (free)
EDRS PRICE MF-$0.76 HC-$1.95 Plus PostageDESCRIPTORS Class Activities; Colonial History (United States) ;
Community Programs; Community Resources; CurriculumPlanning; *Educational Programs; Elementary SecondaryEducation; Relevance (Education); *Resource Guides;Revolutionary War (United States) ; *School CommunityPrograms; School Community Relationship; *UnitedStates History
IDENTIFIERS *Bicentennial: New York
ABSTRACTAs a guide for administrators, teachers, and students
during the bicentennial year, the handbook suggests themes and ideasintended to stimulate further thinking about the Bicentennial. TheHeritage, Festival, and Horizons themes established by the AmericanRevolution Bicentennial Administration are described to providedirection for schools and communities in developing programs ofparticular significance to their students and citizens. The bookletoffers question-and-answer sections on organizing a schoolBicentennial prograuf; use of the Bicentennial themes in theclassroom; some Bicentennial school program ideas; community, state,and national resources; and sources of funding. Throughout thehandbook, many examples of classroom and community projects are givenwith accompanying descriptions and photographs. Although written forNew York schools and communities, the handbook's ideas are alsouseful for others. (ND)
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U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARENATIONAL INSTITUTE OF
SCHOOLS THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROM
EDUCATION
THE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRE-SENTSENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY.
BICENTENNIALS4 YOR STATE
DBOO F IDEAS
KATHERINE JOHNSON
AND
DAVID RO ON
00
EW YORK STATE
AMERICAN REVOLUTT( VBICENTENNIAL COMMISSION
The New York StateAmerican Revolution Bicentennial Commission
John H. G. Pell, Chairman New York CityDr. E.K. Fretwell Jr., Vice-Chairman BuffaloWalter Averill II PoughkeepsieMaj. Gen. John C. Baker TroyMrs. Jeanette 0. Saylies ScarsdaleMrs. Mary H. Biondi OgdensburgJ. Moreau Brown ChappaquaRev. Laman H. Bruner AlbanyMrs, Jane des Grange Stony BrookRobert A. Fusco WaterfordJudge Guy A. Graves SchenectadyNathan S. Langdon GreenwichMrs. Patricia Kennedy Lawford New York CityH. Bert Mack MaspethSteven L. Markowski BrooklynDr. I. Frank Mogavero Grand IslandRobert Moses New York CityLester R. Mosher BinghamtonNeal L. Moylan DelmarSen. Dalwin J. Niles JohnstownJudge Nicholas M. Pette JamaicaJoseph Verner Reed, Jr. New York CityHarry Rigby, Jr. KingstonDr. Seth Spellman Albany
Mrs. Mildred F. Taylor LyonsCol. Frederick P. Todd Cornwall :on- Hudson
STAFF (Partial)
Dr. Louis L. Tucker Executive DirectorDr. Thomas E. Felt Deputy Executive DirectorRichard S. Allen Program DirectorPaul J. Scudiere Administrative OfficerKatherine Johnson Education Coordinator
OFFICES
Room 1807, 99 Washington Avenue, Albany, N. Y. 12230
t
FOREWORI)
The New York State American Revolution Bicentennial Commis-sion has long been aware that it would fall far short of its goals if thepotential contributions of schools and educational facilities were to beignored.
The bicentennial era, with its many opportunities for observance andcelebration, is now upon us. It is only fitting that those in the educationalfield teachers, school leaders, students, and the vast school populationat large should spark the commemoration of our state's and nation's200th birthday. During this period, we have the opportunity to reflectupon and reaffirm the principles upon which this nation was built and tointerpret and celebrate the social and historical development of ourcountry.
This publication is designed to supply practical suggestions for ameaningful bicentennial commemoration in the schools of New YorkState. It was co-written by Katherine Johnson, education coordinator forthe New York State American Revolution Bicentennial Commission, andDavid Robinson, associate in education for the New York State HistoricalAssociation. Special thanks are due to Dr. Thomas Felt. Also thanks toDiane Fagan Affleck, Michael Barrett, Richard Allen, and Ruth Hewittof the NYSARBC; Dr. Vivienne Anderson, Dr. Donald Bragaw, Dr.Janet Gilbert, Dorothy Foley, Ernest A. Mills, Lawrence Coulter, HeleneLoew, Philip H. Tarbell, Geraldine M. Jefferson, and Maria Ramirez ofthe Instructional Branch of the New York Education Department; SusanBraider, Margaret Misencik, Donna Paulson, and Pam Larbig of the NewYork State Historical Association for their assistance, contributions, andencouragement.
John H. G. Fell, ChairmanNew York State
American RevolutionBicentennial Commission
iii
FOREWORD
THERE WILLBE A LOT OFCELEBRATION5NEXT YEAR.,WELLINGTON
HOW COME,SYBIL ?
BECAUSE 17-'5 THEBICENTENNIAL / DOYOU KNOW WHAT
THAT 15 ?
IL.
Let's plan for the bicentennial imagination! Programs in the schoolsthat promote curiosity about the nation's heritage and future. Programsthat explore the cultural, scientific, technological, sociological, histori-cal, and economic developments of this country.
Television, radio, and print media are busy shaping the image of thebig celebration. Documented bicentennial activities of New York State'syouth and adults symbolizing the rich contributions of numerousethnic backgrounds and nationalities should have impact on educationin the 1980's and the rest of the twentieth century. The bicentennialshould stimulate students to search for knowledge, to ask liberatingquestions, and to insure that the Revolution which began 200 years agocontinues to maintain freedom:
The accompanying cartoon illustrates the need to reinforce theimportance of the bicentennial. Two hundred years ago, in the midst ofeconomic crisis, in the face of incredible odds and wide ideological
'divisions in the populace, colonists dared to challenge tradition and forgea new nation founded on principles of individual freedom and self-'government. Bicentennial activities in the schools should heighten popu-lar commitment to these ideals and principles.
The student, as a total human being, is a complex constellation withunique intellectual and sensory powers. Both should be applied to theanalysis of human life and emotions in past societies, to choosing valuesfor contemporary living and to building a future world. All this points theway to freedom, responsibility, and growth in the youth of New YorkState, and to making sure that the continuing revolution is alive and well!
Let us discover what is unique about our schools, our surroundingcommunities, the peoples of the area. In the bicentennial effort, let uscelebrate ourselves and the contributions of all peoples to the growthand development of the United States.
Vivienne AndersonAssistant Commissioner forGeneral Education and Curricular ServicesNew York State Education Department
NO ./ i GUESS I'M TOOYOUNG- TO REMEMBER..)THE LAST ONE
CONTENT S
Foreword John H. G. Pell iii
Foreword Vivienne Anderson
Introduction: The Continuing Struggle for Liberty, Equality, and Justice
I. Organizing a School Bicentennial Program: Questions and Answers 5
The Bicentennial in General 5
School Bicentennial Programs in Particular 6
How to Get Organized 7
Publicity and Promotion: A Key to Success 9
11. The Bicentennial and the Classroom 10
Event-Reaction-Action 11
Time Lines 13
Toward An Understanding of Cultures 17
Interpreting Non-Written Sources 18
Arts in Education 20
Bicentennial Activities 21
III. Bicentennial School Program Ideas 23
IV. Resources: Community, State, and National 30
V. Sources of Funding 38
Photo Credits: Cover, p. 12 (left-center & lower), Pam Larbig, New York State
Historical Association, Cooperstown, N.Y. Foreword Anderson, Wee Pals, LewLittle Syndicate, King Features, 2-7-75. Page 1 (upper), "Pulling Down the Statueof George III," by Johannes Oertel, courtesy of The New York State HistoricalSociety, New York City. Page 1 (lower), "Racial Demonstration," Wire Photo. Page2 (upper left), drawing by Ray Fadden, Onchiota, N. Y. and page 2 (upper right),drawing by Louis Hall, courtesy Akwesasne Notes, Calendar Mohawk Nation, atAkwesasne, via Rooseveltown, N.Y. Page 2 (lower), Harper's Weekly, December20, 1862. Page 3 (upper left), William Cahn, A Pictorial History of American Labor,Crown Publishing Inc., N.Y., 1972. Page 3 (upper right), Paul D. Kniskern, CapitalNewspaper Group, 3-20-74. Page 3 (lower), NAACP March, Knickerbocker News,Albany, N.Y., 3-24-65. Page 10 (upper left), Interracial Association, Binghamton,N.Y. Page 10 (lower right), The Times Record, July 25, 1973, Troy, N.Y. Page 11,
from Phunny Phellow, "The Suffrage Question." Page 12 (top two), by G.WoodbridgelF. P. Todd, courtesy of N.Y. S.A. R. Bicentennial Commission, Albany,N. Y. Pages 13, 15, courtesy N. Y.S. Council on the Arts, N.Y.C. Page 14, by JohnFadden, Migration of the Iroquois, courtesy White Roots of Peace, Mohawk Nation
at Akwesasne, via Rooseveltown, N.Y. Page 16 (lower), courtesy N.Y.S. Library,Albany, N.Y. Pages 10, 11, 16 (upper), 17, 18, 24 (lower), 25 (upper), 26 (both), 27,
29 (upper), courtesy New York State Historical Association, Cooperstown, N.Y. All
other pictures courtesy individual schools or organizations described in captions.
vii
INTRODUCTION:
THE CONTINUING STRUGGLE
FOR LIBERTY, EQUALITY, AND JUSTICE
The American Revolution has remained a continuing influence onthe American consciousness for two centuries. It was more than a war forindependence: it also stirred a continuing revolution in American life.The rebellion for national independence brought some changes in politi-cal beliefs and social behavior. It prompted some people to change theirminds, others to re-examine their beliefs. It allowed for the possibility inAmerican society of liberty, equality, and justice for all. Yet contradic-tions existed then as they do today. Some Americans suffered even asother Americans sought freedom. Native Americans and those whoremained loyal to the king were victimized. Revolutionary ideologyspurred the move toward freedom for some Black Americans, but for
7
thousands the promise was unfulfilled, Since 1776, women and men of allnationalities, races, and religious faiths have found it necessary to fightfor their inclusion under the principles and ideals expressed in the Decla-ration of Independence and the United States Constitution.
The Revolutionary generation was both idealistic and realistic.Recognizing that American society was far from perfect, the foundingfathers developed a system of government that hopes for the best inhuman nature, but is always on guard against the worst. They believedthat principles of human justice which remained as mere expressions onpaper were antithetical to the meaning of American life.
If the promises of the American Revolution are to endure andflourish, each of us has to learn and transmit to each new generation thatnoble principles are only meaningful when brought to fruition. We knowfrom experience that "the price of liberty is Eternal Vigilance."
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The bicentennial commemoration of the American Revolution mustserve as an effort to relearn the ideals of the Revolution, to transformthose ideals into reality, to respect our rich pluralistic culture, and to planfor the future. For all citizens, but particularly educators, this is a time toappraise our past and recognize that within it, as in the past of all nations,are elements that are sometimes fine and sometimes foul. The importantthing is to know which is which.
In the pages that follow, some ideas are offered for those planningschool-community bicentennial programs. Their task will not be easy.Those experienced in civic activities know that even the best of intentionscan collapse under the weight of contrary opinions and conflicting efforts.If there is one lesson of the Revolution that stands out, however, it is thatpeople managed to overcome their differences in order to achieve acommon goal. People who distrusted and sometimes hated each othersuppressed their personal antagonisms and united for the common good.If the bicentennial commemoration accomplishes nothing more than this,it will be worthwhile.
NAACDEMANDS IMMEDIATE
LEGISLATION 10,2
i9
Where today are the Pivot? Where ore the Surragansetts,the Mohican, the Pokanoket,
and many otheronce powerful
tribes of our people? They havevanished before the avarice
and the oppression of the White Man, us snowbefore a summer sun.
Will we let ourselves bede.stroyed in Our turn without a struggle,
give up our homes, our
countrybequeathed to us by the Great
Spirit, the graves of our dead, and everythingthat is
dear andsacred to us? I know you will cry with me,
"Never! Never!'(Tecumsh, Shawnee
Nation, 1768-1813)
If by themere force
stet constitutional r. jqii°111/Id "d'el''ril'e
clearly a umforio
a vita/ooh. ( /111-11.mahic;( rt r/ tali
(i'rit ci.;0?-.t..lita(11.tril ci.lh'111411:°,"11.
l/.81' 6111-14; 31.1Ft'icihr.,First'I'll
a Address)
.Goverte:ria,whe evioe altd: ou
:trot rgachMerl,oie ill : n'
jt1,1,.econsetitii
era, la) earn,_ comes',AT. jiist P-
wersfOulheseends,
i 1 tri ce! y loon cif Gh7liei
derivingue new - -;'s to then! s
leriving t"- clestroc
(ilia t° irlisSin sticl":: Declaration
Go erillit ha see
of Ina-eras are
i OS t
. we, in order to guard againstthe encroachments
of aristocracy,to preserve our
natural andpolitical rights, to elevate our'nom/ and intellectual
condition, to promote our
pecuniary interests,to narrow the
line of distinctionbetween the' journeyman
and the
employer,to e.stablish the
honor and safety ofour respective vocationsupon a more secure
and permanentbasis and to alleviate the distresses of those suffering
from want of
employment,have deemed it expedient to form ourselves
into a General Trades'
Union. . , . l ask - in the nameof Heaven I ask - can it be wrongfor men to attempt the
nulliorationof their condition
and the preservationof their rtatural and politica/
rights? (Ely
Moore, December2, /833,
speech to Genera/Trades' Union of New York City)F.
governiit the peopi:ciples, ancl ot:oppiriei siss.P(VoitiasJefferso
is tile RigionOat Pr
heirSof etY cl'
fottadot-effect
most' like Y 1776)
pentience,
If Our democracy is to flourish, it must have criticism; if ourgovernment is to function, it must have dissent. (Homy SteeleCommager)
But it is alleged by gentlemen,who have
spoken on that side of the house, that the poor are a
de aded class of beings, have no will of their own, and would not exercise this high
prgerr oii;rbiteive with independenceand sound
discretion ifentrusted with It; and, therefore
it
.3, vise to trust them with ballots.This, sir, is unfounded; for more integrity !a, ;hue!
%is; i°cil r4 ei patrui:tisni aregenerally foamd
in the laboringclass of the community t it
higher orders, . . . Let us not, sir, disgrrilcieourselves in the eyes of the world, but
Hence we maintaind
expressing Isuch.gegradingopinions of our ft ow citizens.
Let 14S grantuniversal suffrage,
merchandi
its oppression'. 'at Pier"te his bro 'Y anY oth ,
for all it is upon the
right
of the peoplethat the stability.of .yourf
jgo or vernment mustrest. (John Cramer,
1821, speech toConvention to amend Constitution
o
New York State)
seri,aude. siof society. hills of ,this cmn,rt1' is inalienable,re thhh", for one r.,
the cormfr.;
esim'e or i 6,3 "equaled °fthe
delihis
ther. LI. on the! °us prb,llThe `'right h
is piracyto b
to bald ace gni 'Wes op,own bad
Convention,/834)
air
abor, the'le. Evioment, as
e a, I can
wan; ec
the NotionalirelYthe sin;
as an Air'and
Insith Jec, hinny to
fire earth"s
thy, to theprod I to cthjoyue:0147
steala.s great to enslav
protection of kt aPrit;ge het; toAnti-Slaver
CHAPTER IORGANIZING A SCHOOL BICENTENNIAL PROGRAM:QUESTIONS AND ANSWERS
THE BICENTENNIAL IN GENERAL
1. What is the national bicentennial celebrationall about?
The bicentennial commemorates the twohundredth anniversary of the American Revolu-tion. It is a time period for reaffirming the prin-ciples of "liberty, equality, and justice for all,"for critical study of our rich heritage from pre-1492 to the present, for recognizing the numer-ous nationalities, races, and both sexes for theirparticipation in the birth and growth of theUnited States, and for planning for the future:The American Revolution Bicentennial Ad-ministration's (ARBA) motto, "A Past to Re-member, A Future to Mold," succinctly statesthe idea. To clarify the full range of possibilities,ARBA also urges planners to think in terms ofthree distinct themes, which are:
HERITAGE '76 The objective of thistheme is the "reexamination of our origins, val-ues, and the meaning of America." Such under-takings as the sponsorship of historical researchand the preservation of our multi-ethnic culture,historic sites and documents, fall within thistheme. American heritage embraces the arts,humanities, military history, and the natural,social, and political sciences.
FESTIVAL USA The objective of thistheme is to "develop state, regional, and na-tional activities and events which stimulatetravel and thus encourage people to expand theirknowledge of our country." Pageants, craftfairs, tributes to American arts in every medium,historical reenactments, and patriotic cere-monies are examples of projects. The focus ofsuch festivities might be the various traditions ofour people, our richly diverse culture, the mul-tiplicity of our ethnic origins, or hospitality(such as in foreign and regional exchange pro-grams).
HORIZONS '76 This theme deals with thefuture. It is a "nationwide challenge to everyAmerican, acting individually or with others, toundertake at least one principal project whichmanifests the pride, the priorities and the hopesof his community." Horizons programs shouldseek to fulfill the promise of the country's past interms of human and social progress and to en-hance the quality of life in the future. Beautifica-
tion of community areas, improvement of recre-ational facilities, enlargement and enrichment ofcultural services and programs are typical Hori-zons projects.
2. Must school bicentennial programs relate tothese themes?
It is not necessary, but most programs of anyscope and relevance will naturally relate to oneor more of the themes. Experience has shownthat successful commemoration programs ordi-narily contain elements from all three themes.
3. What is the American-Revolution Bicenten-nial Administration (ARBA)?
It is the official national body organized tocoordinate the commemoration of.the bicenten-nial. Its functions are to:
a. Plan, encourage, develop, and coordinateobservances and activities commemorat-ing the historic events that are associatedwith the American Revolution.
b. Give due consideration to related plansand programs developed by state, local,and private groups.
c. Give special emphasis to the ideals andprinciples associated with the AmericanRevolution.
d. Recommend allocations of financial andadministrative responsibility among pub-lic and private authorities and organiza7tions.
_11
4. Does the ARBA extend official recognition tolocal or school programs?
Community organizations may receive of-ficial recognition for their programs through theARBA's Bicentennial Communities Program.A bicentennial school project could be one partof or the major portion of a community bicen-tennial program which receives official recogni-tion under this program. For more information,refer to the booklet, A New York State Guide toLocal Bicentennial Planning, or write to theNew York State American Revolution Bicen-tennial Commission, 99 Washington Avenue,Room 1807, Albany, New York 12230.
5
5. What is to be commemorated in New YorkState?
Our celebration will encompass both the eraof the American Revolution (1773 1783) andthe 200th anniversary of the creation of the state(April 20, 1977).
6. Who is responsible for the coordination of theNew York State bicentennial commemora-tion?
The official state organization, established bylegislative act in 1968, is the New York StateAmerican Revolution Bicentennial Commis-sion. The Commission consists of twenty-sevennon-salaried members.. It has its own profes-sional staff and uses the facilities, equipment,and supporting staff of the Office of State His-tory. The most ambitious single New YOrk Statebicentennial program will be the traveling bicen-tennial barge, housing an exhibition that focuseson the social and cultural history of New YorkState during the Revolutionary epoch. The bargewill make thirty-two stops as it travels along thestate's waterways between April and Septemberof 1976.
The NYSARBC publishes The Correspond-ent, a bimonthly newsretter of events and pro-grams, which is available upon request; andmany publications on subjects pertinent to NewYork's role in the Revolution. Producing filmsthat focus on Revolutionary themes and micro-filming historic records and documents are other
important programs, all in some degree relatedto education. Inquiries concerning theNYSARBC's educational programs should bedirected to:
Katherine JohnsonEducation CoordinatorNYSARBC99 Washington Avenue, Room 1700Albany, New York 12234
7. What is the relationship between theNYSARBC and local or school bicentennialprograms?
The NYSARBC is responsible for encourag-ing and supporting local bicentennial plansthrough consultant services, and planningguides such as this booklet, It cooperates withthe Bicentennial Committee of the InstructionalBranch of the New York State Education De-partment to provide schools with programassistance. The NYSARBC publicizes localprograms, is an information center for bicenten-nial activities in New York State schools, andserves as a resource center for bicentennial-related materials.
SCHOOL BICENTENNIAL PROGRAMS IN PARTICULAR
1. Should our bicentennial program revolveonly around the social studies curriculum?
It is strongly recommended that a major ob-jective of the school program planners be across-disciplinary approach, enlisting the par-ticipation of all segments of the school andcommunity population. (Refer to the section ofthis booklet on organization and curriculum.)
2. Must school bicentennial programs com-memorate only historic dates or events?
No. Many schools are developing programswith historical themes or multi-cultural em-phasis. while others are concerned with contem-porary problems or with matters related to thefuture. The bicentennial umbrella covers a widevariety of programs. (Refer to Chapter III, sec-tion 3. School Bicentennial Projects Ideas,"
6
12
and the national bicentennial themes outlinedearlier.)
3. If our community does not have a significantRevolutionary past, what do we celebrate?
Although your community may not have beenorganized at the time of the Revolution, the areaexisted and Native Americans lived there andused the land. Every community has a history.We are celebrating the whole American experi-ence as well as the years covered by the War ofIndependence. The Revolution Was more thanwar and politics; ideals, principles, and valueswere involved. Advances:in science, develop-ment and changes in governmental structure,social and economic changes, changes in our lifestyles, and pluralistic culture are but a fewexamples of areas to contemplate. This is anopportunity for a community to reexamine itself
past. present. and future.
4. When does the bicentennial officially startand end?
It has already started. In New York State,under present legislation, it will end officiallywith the expiration of the NYSARBC in De-cember, 1981. However, it is recommended thatschoOl programs developed for the bicentennialhave lasting value for the school and commu-nity.
5. Should school programs revolve primarilyaround school activities?
it is certainly logical to begin with an assess-ment of present activities and known interestsand resources of students, teachers, and existingorganizations. But community-wide coopera-tion is essential during the bicentennial. Meetingearly to exchange ideas with your town, city, orcounty bicentennial organization 'will helpstimulate such cooperation. Researching com-munity history and sharing school-communityresources are additional suggestions.
What shall the workers do? Sit idly by and see the vast resources of nature and the humanmind he utilized and monopolized for the benefit of the comparative few? No. 7'/w laborers
must learn to think and act, and soon, too, that only /,v the power of organization andcommon concert of action can either their manhood be maintained, their rights to life (work
to sustain it) be recognized and liberty and rights secured. (Samuel Compels, September
1394. American Feclerationist)
HOW TO GET ORGANIZED
1. Who should be involved, in the area and inthe school?
One of the first major decisions to be made iswhether you will plan and work under the aus-pices of a district-wide central committee in-cluding representatives from each school, on anindividual school level, or on some basis com-bining the two. The choice will depend on thesize of the individual school, the number ofresidents in the school's community, and the
2. Who might be included on a district-widecommittee?
Bicentennial planning committee
One student
representativefrom each school
One teacher
representativefrom each school
Communityrepresentative
The curriculum coordinatorThA library resource personThe public relations person
A districtadministrator orboard member
1 3
present committee structure. It would seemnatural that if the determination is to plan on adistrict basis, each school would also have itsown supporting committees. It is suggested thateach committee include an appropriate ratio ofstudents and teachers, plus representatives fromthe school administration and the community.(Refer to diagram.)
3. Who might be included on a separate schoolcommittee?
Bicentennial planning committee
One teacherrepresentative from
each grade and/orcurriculum area
A student from eachstudent organizationand/or grade level/curriculum level
Community
representative
The curriculum coordinatorThe library resource personThe public relations person
A schooladministrator
7
4. What are some suggested procedures for de-termining a school-community bicentennialprogram?
a. Examine the nature and scope of the bicen-tennial, considering the three themes,Heritage '76, Festival USA, and Horizons'76.
b. Decide what the bicentennial means toyour school and community, thereby es-tablishing the committee's philosophy.
c. Develop general program objectives, suchas the following:
I) Entertainment and enjoyment.2) An increase in national, state, and
community pride.3) School-community cooperation.4) Renewed interest in and apprecia-
tion of our multi-cultural heritage.5) A more relevant school. curriculum
(at all levels), with more emphasison interdisciplinary approaches andlocal heritage.
6) A bridging of gaps between' genera-tions, races, and sexes.
7) Cooperation between peoples of dif-ferent backgrounds and ideologies.
8) Emphasis on concepts and ideasrather than on commercialism.
d. Formulate criteria consistent with yourprogram objectives, such as the follow-ing:
I) Adequate available funding.2) Equal participation of all races and
nationalities, both sexes, and all agelevels.
3) Adequate availability of personnelwith skills to develop and imple-ment projected programs.
4) Fun, entertainment, and learningpotential of program.
5) Availability of adequate facilities toimplement the program.
6) Sufficient interest in school andcommunity to produce the program.
7) Inclusion of aspects of AmeLica'sheritage and pluralistic culture,especially those of a local nature.
e. Discuss program ideas. Solicit:ideas fromthe school and community population.Consider suggested programs (ChapterIII,, "Bicentennial School ProgramIdeas"), unique aspects of school andcommunity heritage, and current schoolprojects and activities.
f. Select specific program(s) by consensus.
5. After specific program(s) have been deter-mined, what should be done next?
One of the first steps is to inform others, suchas the school board, social, civic, ethnic, frater-nal and other community organizations, and rep-resentatives of the news media. You might alsoconduct meetings to inform the rest of the schoolbody. All of this should help to build support fo. rthe plan. The planning group must also decideearly whether or not it will undertake the coordi-nation and implementation of the program(s) byitself or designate subcommittees. If it is practi-cal, it is strongly suggested that the initial groupcontinue its leadership, adding whatever helpand representation seems needed.
6. What are some useful divisions of committeetasks?
The central steering committee, whether itrepresents a district or one school, should holditself responsible for approving basic policy de-cisions, coordinating its activities with those ofother community groups, and delegatingspecific tasks to subcommittees or individuals.Publicity and fund raising are usually delegatedto subcommittees.
7. How do we incorporate bicentennial pro-gram(s) into the regular school curriculum?
See Chapter 11, "The Bicentennial and theClassroom."
8. Where should we look for financial assist-ance?
See Chapter V, "Sources of Funding."
What, to the American slave, is your 4th of July? / answer; a day that reveals to him, morethan all other days in the year, the gross injustice and cruelty to which he is the constant.
t victim. To him, your celebration is a sham; your boasted libertyan unholy license; yournational greatness, swelling vanity; your sounds of rejoicing are empty and heartless; yourdenunciation of tyrants, brass fronted impudence; your shouts of liberty and equality,hollow mockery; your prayers and hymns, your sermons' and thanksgivings, with all yourreligious parade and solemnity, are, to him, mere bombast, fraud, deception, impiety, andhypocrisya thin veil to cover up crimes which would disgrace a nation of savages. There isnot a nation on the earth guilty of practices more shocking and bloody than are the people ofthe United States, at this very hour. (Frederick Douglass, July 5, 1852, speech delivered inRochester, New York)
8 14
PUBLUCITY AND PROMOTION: A KEYTO SUCCESS
1. Are publicity and promotion the same thing?No, publicity is merely giving out informa-
tion; promotion ,_is,,,publicity plus persuasion.Promotion creates interest, assistance, and sup-port for programs. It is possible to publicize aproject through general press releases withoutsubstantially promoting it. When describingyour program to the public, convey your en-thusiasm along with your facts.
2. Who should coordinate the publicity andpromotion?
Someone with experience, such as the schooldistrict's public relations person. Enlist assist-ance from others who have some knowledge andexperience, such as members of student busi-ness clubs, employees of local advertising firmsand the media, and parents.
3. What are the prime local media sources?The local press, including daily and weekly
newspapers, free shoppers guides, and radio andtelevision stations.
p
-P..
14\-
The Schorrakin Yorkers, a group of high school students, aresponsored by the Museum of the City of New York. They wererecipients' of a N .Y .S Bicentennial award in May, 1975 fortheir beautification and cultural work in New York.
4. flow can publicity and promotion be effec-tively managed on a small budget?
Take advantage of available free media serv-ices. Among them are local radio and televisionpublic service spots, announcements, andcalendars of events published by local news-papers or community organizations. The publi-city chairperson should contact the featureeditors of local newspapers and television. sta-tions with specific ideas.
5: What are some examples of publicity andpromotion?
Feature stories on school bicentennial topicsand activities in the local newspapers, a regularbicentennial column appearing in the localpaper, and interviews on local television andradio stations. Broadcast interviews can bedifficult for the inexperienced. A well chosenpair of representatives might convey more en-thusiasm and poise than either one could alone.
6. What are some suggested guidelines for thepublicity committee?
a. Make your committee known to theschool, district, and community.
b. Make your committee known to the mediaat the earliest possible date through a letterof introduction.
c. Put up colorful posters and announce-ments in the school.
d. Be aware of all newspaper, radio, andtelevision deadlines for filing stories ormaking arrangements for coverage.
e. Be sure all news releases are precise andconcise. Keep to the point.
f. Have a photographer document all meet-ings and special events. Send pictureswith all news releases. Exhibit photo-graphs of students and committee mem-bers at work or play. Consider filming andvideo taping special events.In news releases always use full givennames and not nicknames.Do not hesitate to ask for help whenneeded.
i. Keep an up-to-date scrapbook of every-thing which appears in print.Establish and follow through with aschedule fat publicizing events. Be surefollow-ups are initiated.
k. Send period reports of your committee'sprogress to the New York State AmericanReJolution Bicentennial Commission, incare of the Education Coordinator.
15
g.
h.
j.
9
CHAPTER IITHE BICENTENNIAL AND THE CLASSROOM
A child is born, squawking with its first breath of air, wincing at theinitial ray of light, startled by a barrage of harsh, raucous noises, cring-ing at the touch of rough hands, and soon to gag at its first taste of milk.Already the five senses through which the child will explore the worldthroughout a lifetime have been stimulated. From birth until death thekeenness of these senses and the physical and emotional development ofthe child depend upon the extent to which the surrounding people, places,and institutions provide love and understanding, respect human indi-viduality, and encourage the unique expressiveness every human iscapable of.
The child's boundless curiosity, its almost compulsive desire tolearn and communicate, are attributes we never lose completely, thoughwe often subdue or repress them. As adults, when we ask liberatingquestions rather than provide satisfying answers, when we accept andrespond to the individual expressiveness of a human being, we are help-ing ourselves as well as others to be creative, vibrant, unlimited people.
Such observations on the perennial goals of education are not besidethe point during the bicentennial. By keeping long range goals in mind,teachers can use the bicentennial to strengthen and deepen students'educational experiences and prevent the occasion from sliding into asideshow festival and nothing more.
There are many ways to incorporate the bicentennial into the dailyclassroom experience of every student. The curriculum can be modi-fied; indeed it can be strengthened. Because.the American Revolution hasmany dimensions, its legacy is open-ended unfinished, unsettled, andstill capable of provoking disagreements and discoveries. Because itdeals with our collective identities as creatures of a community, a state,a nation, and a world, its heritage can be given personal meaning. Thisis true no matter how long our ancestors have lived here or how theygot here, since the starting point is the fact of our presence here now.
That the bicentennial can be integrated with the social studiescurriculum is obvious. Yet the possibilities for other disciplines andcross-disciplinary studies are virtually boundless. It can find expressionin all the language arts, performing arts, industrial arts, physical educa-tion, mathematics, and the natural sciences. It can relate not only to theworld of books, but to the direct experiences of the senses as well.
The number of possibilities is as wide as teachers' and students'imaginations and resources. Offered in the succeeding sections of thischapter are some thoughts intended to stimulate more thoughts, provokefresh efforts, and involve everyone. Each idea is cross-disciplinary innature. draws upon community and school resources, and involves bothwritten and non-written communication. You may want to adopt some,but you should expect to adapt them as well.
101
1
.17
siR
EVENT REACTION ACTION
This event our birthday! 1776; hut, what about the con-ception? What is the Love Story - the courtship of Liberty, or wasit Freedom? Are they the same, or identical twins. or even un-related?
Was the "McCarthy Era" a replay of "Salem witch trials?"
Are the young campus "radicals"the "Eastern libt s
descendantsof the same idea of freedom?9 Who now, in't119117;,
burns with the same passion? Ordoes it burn at all? Or is it
something different that is burning.
Is there any relationship weer the leadersParty and tilethe (11.0 care/
; the Boston Teaburners of the
go Seven,''''Chic'agobe
, Black Panthers S Dar( us tms,1960's' the Yot
American MKu Klux Klan,
Lords
ovement, s' IA um, ASPIRA, Native
Panthers S.D.S. Black Muslims,l--.A, 7
Can we compare the astronautsto the pioneers of
cent
the last century?
Or, rather, the explorersof the 15th and 16th ures?
UNCLE SANS
OFFICE
The Groat .87111;ge QuentiOn.
A provocative question, an unexpected, unusualevent or situation forces us to react because it dis-rupts our usual thought patterns and interferes withour daily routines. We are so startled that our re-action is automatic. In that instant, our com-placency is shattered.
One junior high school in the state is consideringbeginning its bicentennial activities by creating asituation within the school that will dramatize thepressures that occur during a revolution or anyperiod of rapid change. First, a directive to thestudent body will state that new regulations will bein effect the following day. Teachers will have
17
been informed that a revolutionary situation willoccur, but will be unaware of the specifics. Theywill have been asked to respond naturally.
The next morning begins with an announcementthat new traffic patterns are being imposed. Theywill be so heinous and complex that it will be ex-tremely difficult for students to change classes. Asthe day progresses, further restrictive and arbitraryregulations are imposed on teachers and studentsalike. A small portion of the student body performstwo different functions enforcement of the newregulations and reporting of the event and ensuingresponses. h is hoped that in the process of reacting
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"SOMEDAY THOSE BOYS ARE GOING TO GO TOO EAR':
calICIEN SCARL'I rY bt: VITAL c;-COD5
SKYROCKETING INFLATION
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"THEN IT SAID SOMETHING ABOUT ALL MENBEING CREATED EQUAL . ."
to these unusual circumstances, divisions ofopinion will emerge among the school populationsimilar to those that existed during the AmericanRevolution; i.e., patriots, tories, and apathetics.Additionally, the intensity of feelings shouldgenerate impromptu discussions in every classroomabout the new regulations.
By early afternoon, everyone must choose sides.Indecision must end. The entire school populationis directed to assemble in two different rooms basedupon their reactions to the preceding events of theday, either "patriot" or "tory," labels whichwould not be used until the two meetings open.Upon receipt of a certificate for being a goodpatriot or tory, they will all assemble in the gymfor analysis of the processes in which they havebeen involved.
Thus, an artificial situation will have been pro-duced by disrupting an element in the school that isessential for its orderly daily operation. Thesuddenness and arbitrariness with which thechanges are imposed and their effect upon the func-tioning of the school creates confusion and conflict.In reacting, each person relives an emotional ex-perience very much like that of the Americancolonists in 1776.
Conflict exists in our lives on innumerable levels.The effect of conflict is recognition and solidifica-tion of differing viewpoints, hopefully followed byunderstanding and awareness of common ground,and finally, change. Deliberately created conflictsituations have educational value as well as novelty.They can occur anywhere in the classroom, theschool, and the community. Many activities dis-cussed in "Bicentennial Activities" may be adapt-able to the purpose of creating reaction.
8
TIME LINES
On paper, a time line is a chronology of events,a string of dates. When the relationships among thedates and the implications of the events are ex-plored, a time line represents a tracing of socialchange. Then each date marks the beginning, mid-.point, or culmination of a trend or an issue.
Lively themes that will engage students' curi-osity are easily found. The background of a publicissue in the news might be investigated. Students'particular interests, such as technology, the arts, orthe sciences could be the focus. The examples thatfollow were chosen from among both of thesegeneral types. Two themes, parallel in time span,could be developed for use in discussions of theirinterrelationships. This way, for example, the con-nections between women's history and techno-logical changes such as the invention of the type-
BLACK AMERICANS
1619 First black indentured servants brought toJamestown, Virginia
c. 1626 First black slaves brought to New York State1863 Emancipation Proclamation1865 13th amendment completed emancipation1870 15th amendment guaranteed the right to vote
regardless of race, color, or previous con-dition of servitude
1896 Plessy vs. Ferguson upheld Louisiana lawrequiring segregated railroad facilities;"separate but equal"
1954 Brown vs. Topeka Board of Education,Kansas, held segregated public facilities arenever "equal," and therefore deprive citizensof equal protection of the laws
Slavery is treason againstGod, man,
and the nation. .. . The
slave'r's right to property in humanflesh cannot
be equal to the
slave' s right to his liberty.. .1 think I see the finger of God in
all this. Yes, there is the handwritingon the
Ivall. 1 comenot to
bring peace,butch e sword.
Break everyyoke, and
let the op-
pressed gofree. 1 have
heard the groans of my people, and am
come down to deliver them.John S. Rock, January
23, 1862,
speech to NfassachusensAnti-Slavery
Society)
writer, the sewing machine, and the telephoneswitchboard could be explored.
Just as any event affects us, however indirectly,any theme has local and state-wide aspects. A timeline can be a means to help students develop anawareness of a theme's relevancy to themselves andtheir communities.
Whether it begins or ends a unit of study, andregardless of whether it is student or teacherinitiated, a time line is a tool for understandingpast change, current events, and possible futurechanges. Below are several themes to be con-sidered for development. Each theme includes askeleton time line and related questions designed tosuggest the impact of events on people's lives andto help direct further research and class discussion.
4.0'4,2 MO,
-
Why did slavery exist in the United States? Why was it permitted tocontinue until 1863? Since the Emancipation Proclamation set theprecedent for abolishing slavery in the United States, and the 13th and14th amendments to the United States Constitution guaranteed blackpeople all rights of citizenship, why have Black Americans found itnecessary to continue to fight to secure these basic rights? How haveBlack Americans participated in the development of your community,New York State, and the nation?
1 9 13
NATIVE AMERICANS
c. 1300 League of the Iroquois organized1768 Treaty of Fort Stanwix closed western New
York to further non-NatM, American settle-ment
1830 Indian Removal Act forced Native Americansto resettle west of the Mississippi
1924 Indian Citizenship Act granted Native A meri:cans United States citizenship When you know everything about yourself as an Indian, your
language, songs, dances, histoo. and medicines, you will be sostrong that no man of any race can scare you, because in the eyesof your Creator, you will be a complete man. (Ales Gray,MohawkWation. 1907 )
14
One does ow sell the earth upon which the people live. (Tashunka Witko [Crazy Horse],Oglala, 1842-1877)
What nations were members of the Iroquois Confederacy? How did thestrategic location of the Iroquois affect their relations with the Dutch,English, and French; the early growth of New York State; the growth ofthe nation? How did the American Revolution affect the confederacyand the lives of Native Americans? What influence did the Iroquoisgovernment have on the men who created the national government afterthe Revolution? What concepts of government, human rights, and free-dom in the Iroquois constitution and the United States Constitution aresimilar or different? Why was a line needed in the Treaty of Fort Stanwix?What were/are the differences between Native American and Europeanattitudes toward the land and property ownership? How were they !mani-fested in westward expansion? What use did Native Americans make ofthe land around your community before white settlement? Where arethe Iroquois located now? What are their attitudes toward their past,their present situation, and their future? What rights are Native Ameri-cans fighting for today? Why? How have Native Americans participatedin the development of your cornmunity, New York State, and the nation?
20
WOMEN
1848
1848
1920
1963
First women's rights convention at SenecaFalls, Nett. YorkNew York State law granted women propertyright.s equal to those of menRatification of the 19th amendment givingwomen the right to voteUnited States law required equal pay for equalwork
Sweatshop. 1903
ETHNIC HERITAGE
Why were women denied the vote in 1788 and 1791 when the Con-stitution and the Bill of Rights were ratified? Why did women find itnecessary to fight for the right to vote, to control their own property,and other fundamental rights? Why has the women's movement con-tinued since 1920? How have women participated in the developmentof your community, New York State, and the nation?
1820-1880 Immigrants conic to United States chieflyfrom northern and western Europe
1882 Chinese Exclusion Act prohibited theimmigration of Chinese laborers for tenyears
1880-1920 Immigrants come to United States chieflyfrom central and eastern Europe
1924 Quota law limited immigration in any yearto 2% of the number of each nationalityaccording to census of 1890
1965 United States law abolished quota system
litir"'7.-"1"1161111111.1TXMIt'.--emorre.
11111111111610Wr45FOR-14$412511:111111fi..sualiwitA, iiiitaiati4ovalas
1! :$
What has been and is now the ethnic background of the residents in yourcommunity? Why did they emigrate to America? Why did they settlein your community? Are people presently migrating to the United States,New York State, your community?From where? Why? How do we viewthem and behave toward them? How have various nationalities partici-pated in the growth of your community. New York State, and the nation?
21.
Waiting and processing, Ellis Islandc. 1910 (unknown photographer /NewYork Public Library)
15
SCIENTIFIC AND TECHNOLOGICAL CHANGES
1745 Invention of Leyden jar which could collectand store electrical charge
1752 Franklin's kite experiment which proved theelectrical nature of lightning
1769 First self-propelled road vehicle built byNicholas Cugnot of France
1790 John Fitch floated working steamboat onDelaware River
1807 Robert Fulton designed "Clermont," firstwholly successful steamboat
1825 Erie Canal completed to Buffalo1827 Collar factory established in Troy, Nest, York1876 Alexander Graham Bell invented telephone1922 Invention of radar by Taylor and Young1930 Invention of nylon by W. H. Carothers
What industry, business, commerce, and agriculture have developed inyour community? What natural resources, modes of transportation, andtechnologies were and are they dependent upon? How have techno-logical changes affected them? How have these enterprises affected thelives of people in your community?
When did automobiles first apppar in New York State, in your com-munity? Who owned them? When was it possible for the majority ofpeople of New York State, in your community, to buy this new machine?Why? When were electricity, modern plumbing, telephone, etc. avail-able in New York State, in your community? Initially, who could obtainmodern conveniences? When and why was the majority of the popula-tion able to obtain them? Do all Americans possess them now? Flowhave technological advances affected our lives and perception of theworld?
dm" Ion
_ z
When and why did your community declare inde-pendence as a legally recognized entity?
16
TOWARD AN UNDERSTANDING OF CULTURES
Between home and school, students' most familiar environment isa place of roads, buildings, shops, and people. As students grow so doestheir awareness of the community its leaders, its cultural institutions,and its problems. Yet at any age, awareness does not guarantee under-standing.
For one thing, we are all too close to our own communities to seehow they are unique and how they follow patterns shared by thousands ofothers. For another, our communities change through time, just as wedo. What they are now and may be in the future can only be understoodin light of what they have been.
Communities are too complex to be studied from only one perspec-tive. History, sociology, science, art, and other disciplines are tools thatcan be used to gradually understand individual communities as specialexamples of the larger culture that includes them. "Culture" in theanthropologist's sense of patterns for living is a broad term; it is adoorway that invites the entry of a variety of disciplines.
The following concepts are useful in observing, analyzing, andinterpreting any culture. They are adaptable to the study of societiesfrom many approaches historical, sociological, anthropological, andso on. Although some of the terminology may be new to students, theyshould have little difficulty responding to leading questions about theconcepts.
A. TIME is organized into regular patterns by allcultures. It may be arranged in terms of years,seasons, months, days, minutes, festivals,work periods, or day and night.
B. SPACE is arranged in regular patterns by allcultures. Each culture gives its own definitionsand connotations to distances, directions, andvolumes. Buildings are given special locationsaccording to their social roles, just as roomswithin buildings are put to specific uses. The"personal space" normally allotted to in-dividuals also varies.
C. UMWELT (a German word meaning the worldas perceived and given meaning by those wholive in it) represents ways of dealing with funda-mental human problems. Each culture gives itsown definitions and connotations to people,places. things, and activities. In some cultures,dancing and tobacco have strictly religiousconnotations; in others, this is not the case.
D. SYMBOLISM is an essential means for ex-pressing abstract ideas. Spoken words, writtenletters, and punctuation marks are symbols.Music and mathematics have their symbolicnotation systems; the graphic artist usessymbolic images such as flags, crosses, andcrescents.
E. INSTITUTIONS are human groups held to-gether by common needs and aims. They in-
L.23
Utica c. 1845
elude such diverse types as the family,organized religion, the professions, and thearmy.
F. LIFE CYCLE is the birth to death cycle ofliving things. It includes various stages ofgrowth and associated rites and ceremonies.
G. ROLES OF MEN, WOMEN, AND CHIL-DREN vary among cultures. Within a culture,social, occupational, and economic roles over-lap and influence one another. Each role carriesa status that indicates the culture's attitudetoward it.
Each of the above concepts is presented asthough it existed in a stable condition, which israrely the case, particularly in a modern culture.Changes through time may be rapid or slow, butthey affect every concept on the list. In fact, thepurpose of studying cultures is largely the discoveryand understanding of change.
Much of the material above is drawn from twocurriculum guides, which are recommended fortheir specific applications of the concepts: Teachingthe Age of Homespun, and Teaching a Pre-Columbian Culture: The Iroquois, both publishedby the New York State Education Department,Albany.
Although analyzing is important, it is only onestep toward understanding a whole culture. Theprocess of understanding a culture is similar to
17
learning how a watch works, One disassembles thewatch, examines the individual parts, studies therelationship among the parts, and then reassembles
synthesizes the parts. When the synthesis issuccessful, the individual pieces, working together,produce a ticking sound; the watch works.
Likewise, a comprehensive understanding of aculture is possible only when the parts are synthe-sized. Because the parts are more complex thanmechanical pieces, all steps of the process
identification; analysis, and synthesis areaffected by individual interpretations. Despite thedifficulties, we can gain Insights into ourselves,understand similarities and differences, amongpeople and cultures, and develop a respect fordifferences.
Specific activities related to community andculture studies are listed in the "BicentennialActivities" section..,_,
INTERPRETING NON-WRITTEN SOURCES "To learn to see rather than just look . . .
To learn to listen rather than just hear."
18
"Of the making of books there is no end," and yet the written wordis only one source of our comprehension of the world. Myriads of sounds,images, symbols, and objects surround us. Through our senses weexperience them directly every day: we look at, hear, and touch them.Our responses io them are familiar, even habitual. To understand them asexpressions of the culture we live in, we need to move beyond everydayhabits. We need to learn how to use our sense experiences of objects,images, symbols, and sounds in analyzing and interpreting the impact theculture makes upon us. And to do that requires a method.
The largely inductive method of the natural and social sciencesprovides a model for such interpretation. It asks students to play detective
not just looking, but examining, and then formulating and testinghypotheses in the exploration of the meanings of what is around them.
What follows is a suggested outline of an "object lesson" using asimple cultural artifact as the subject of analysis in much the same way achemist might analyze an unknown mixture, a geologist might study anunknown rock, or an archaeologist might examine an unknown shard.
24
I. Necessary vocabulary: culture, object, artifact,material culture, functional, decorative, con-temporary, known, unknown, implied.
Objectives:A. To introduce methods of analysis, as prac-
ticed by various disciplines, to obtain in-formation about a culture.1. Work with an object, initially. By
analyzing objects, a more comprehen-sive grasp of the period and culture inwhich they were created. may be ob-tained.a. Analyze the object to identify knowns
and unknowns.b. Research aspects that remain obscure
(unknowns) but for which you canpropose possible explanations, untilsuch suggestions are accepted or re-jected.
B To provide a framework for instructorswhich guides students through the processof inquiry and analysis.
III. Inductive method of obtaining information:A. Start by suggesting a hypothetical situation
such as: You are a Martian and have juststepped off your flying saucer. As you touchthe ground, you trip over aYou reach down, pick it up and proceed totry to figure out what it is. How would youdo this?
B. Present a familiar object such as a Cokebottle, a camera, a piece of china, or a cerealbox, to the students for analysis. Pose thefollowing categories for asking questions todetermine what the material is. Datagathered should be listed in two areas,known and unknown.1 Descriptive process the nature of the
object. The following are sample ques-tions that students might ask: What are itsphysical qualities type of materialmade of, shape, size, weight, texture, .
temperature, odor, sound, etc.? Howwas it made, by hand or machine? Howmuch time was required to produce it?Was it always in its present form?
2. Hypothesizing about the object's use.Possible questions are: What is its pur-pose? Does it satisfactorily serve thatpurpose? Was it designed for a particularuse? Does it have other values or implica-tions? Is it decorative? Are thcrc implicitmeanings in the design? Test the validityof each hypothesis. While demonstratingthe suggested use, keep in mind the ob-ject's physical qualities.
2 5
3. The object's spiritual nature. Possiblequestions are: What role does it play inthe culture? How does it affect the cul-ture? Does it have identifiable socialconnotations, such as status, wealth,power, fashion, prestige, workmanship,etc.? Does it invoke any personal associ-ations?
4. The object's meaning to the culture. Pos-sible questions are: What can be deter-mined about the culture from the dataknown? What can be inferred from dataunknown?
C. Repeat the same procedure to analyze anunfamiliar object.
D. Synthesize data obtained from familiar andunfamiliar objects by making comparisonsamong and inferences from the objects andcultures. In what ways are they similar, dif-ferent?
This method can also be used in analyzing andinterpreting more complex objects: a building,
_analyzed on site during a field trip; objects createdprimarily as images, such as paintings and films; asong which combines words and sounds; roads;clothing; and so on. In short, every product ofhuman hands reveals something of the culture inwhich it was created. Archaeologists and an-thropologists have built their disciplines on thatpremise. The means they have developed to "read"the products of non-literate cultures -can be usedequally well to "read" the technologically complexsociety we live in.
The "Bicentennial Activities" section lists sev-eral activities that involve the inductive method andthe interpretation of non-written sources.
19
ARTS IN EDUCATION
Once was a fiddler. Play could he-Sweet as a bird in an almond tree;Fingers and strings they seemed to beMatched, in a secret conspiracy.Up slid his bow, paused lingeringly;Music's self was its witchery.In his stooping face it was plain to seeHow close to dream is a soul set freeA half-found world;And company.
His fiddle is broken;Mute is he.But a bird sings on in the almond tree.
Walter de la Mare
Like the fiddler, we need to express ourselves inways other than through our prose and daily transac-tions. As we sing, dance, act, and paint, we com-municate our ideas and emotions to ourselves,others, and our god. As we look at paintings, photo-graphs, ballets, films, and theatre; listen to popularand classical music and theatre; and read poetry andprose; in a fleeting second we can catch a glimpseof another time period, see ourselves and others in anew light, and participate in another's way of life.As communicator and receptor, our emotional andintellectual selves are totally involved.
As the teacher Allen Tucker once wrote, "greatemotion is inexpressible in words only. We allknow that in times of great emotion words are anannoyance, and it is because words are incapable ofcarrying the weight of-great ideas that art exists. Artexists so that we may say the unsayable." AlthoughTucker himself was a painter, he was speaking ofthe power of all the arts. In the classroom, music,dance, theatre, films, and the other art forms caneffectively convey concepts and attitudes to stu-dents. In turn, students can interpret their knowl-edge and express their understandings and feelingsthrough the arts. In ways similar to science, math,tumbling, and gymnastics, each art medium's struc-ture disciplines the creative expression of the mindand body. When creating or reacting to art, stu-dents' emotions and intellect are united; while theyare united however briefly what students learnis internalized.
To incorporate the arts in the total educationalexperience, some objectives are suggested below.In considering their implementation, think abouthow a variety of spaces could be put to usestairways, halls, classrooms, ceilings, walls, floors
as well as the usual facilities such as stages,exhibit cases,' and projection screens.
Every student will be given opportunities.1. To be exposed to all art forms literary, visual,
and performing.2. To meet artists and,discuss their work. The
artist-in-residence program is an example.3. To express themselves through various art
media.4. To explore in some depth those media and
modes in which they develop an interest andshow an ability.
Given such opportunities, many students will ex-pand their capacities for the creation, practice, andenjoyment of the arts for the rest of their lives.
Listed in the "Bicentennial Activities" sectionare some suggestions for implementing these objec-tives during the bicentennial.
BICENTENNIAL ACTIVITIES
Approaches to learning that stimulate students' five senses, involvetheir total physical, emotional, and intellectual beings, and are fun, cancreate an enjoyable atmosphere that encourages the development ofinquisitive, analytical minds. They are appropriate anytime, but espe-cially so during a period of introspection innovation, and enjoymentsuch as the bicentennial.
The following suggested classroom or school activities incorporatethe approaches discussed in Chap= LL Although some are intendedespecially to provoke reaction, all the activities should generate discus-sion.
P.;[:ZVOKING-DISCUSSION AND ACTION
In the Classroom..Use provocative films, questions, pictures,
and statements to start discussion among teachersand students. Articles and editorials from localnewspapers are also useful to stimulate discus-sion.
In the School:Space in buildings walls and exhibit cases.
Display pictures, statements, and cartoons fromevery discipline that may evoke reactions anddiscussions. Put up a time line around the school.It might be effective to mount a purposely vagueand incomplete one with dates, pictures, andquotations that lack identification.
Petition. Mimeograph contents of the Declara-tion of Independence and the Bill of Rights in theform of a petition, so that they are unrecogniza-ble. As students and teachers enter school oneday, have petitioners ask each person to sign.
Fife and drum corps. At the beginning of theclay, members of the band, dressed in colonialcostumes, could parade through the halls, play-ing, fife and drum music.
School newspaper or a one-time flyer. Jux-tapose past and present issues and events, so thatthe effect will be jarring, provocative, and con-troversial.
Crier. Select a controversial issue, perhaps re-solve it in open discussion, and then send a crierthroughout the school in the middle of the day,announcing the issue and its resolution.
Skits. In areas where people congregate (e.g.lunchroom, teachers' lounge, gym classes), pro-duce a surprise skit, like the guerrilla theatre ofthe sixties. No one, except the actors and theprincipal. would have advance knowledge of thecontents. the date, or the place.
2
In the Community:Field trips to places of local interest, guest
speakers from the community, and articles fromarea newspapers may assist students to under-stand their rnmmunity' s development and its in-terrelationships with state, national, and interna-tional history.
RESEARCHING AND DISCUSSINGoro
Ask Students to..Research events leading up to the Revolution
and present their findings in the form of a skit, aplay, a poem, or visual arts presentation.
Research their community history and takecolor photographs of buildings elected duringdifferent eras. Help them combinc slides withresearch to present a program with a specifictheme, such as "The Growth of Our Commu-nity," or "How Culture Is Reflected in LocalArchitecture."
Research and learn musical works fromAmerica's past and present. These may be pre-sented as a musical performance or combinedwith other art forms visual, dramatic, dance,pantomime to illustrate the correlation be-tween music, people, culture, and the timeperiod.
Read novels, diaries, poems, short stories, andplays composed during a particular era or devotedto a special issue. Discuss with students theirunderstanding of the period, issues, and them-selves. Have them present their interpretations inliterary, visual, or dramatic form.
Research the history and culture of their localcommunity, contacting all institutions, organiza-tions, and resource people, especially senior citi-zens. As thcy gather/information, ask them to
21
1
consider the interrelationships of local, state, andnational history; the life styles, philosophies, andstatus ui the various nationalities, races, and bothsexes. Encourage them to explore the time of theAmerican Revolution and other epochs of impOr-tant changes or vital events. Compile the infor-mation into a kit for use by the school and thecommunity. Suggested material for inclusion insuch a kit: a guide to local points of historicinterest; a history of the American flag; a list ofbooks, local records, government documents.historical journals, plays, songs, and films con-taining references to local history; a chronologyof events; a list of historical reference collections,museums, houses, associations, and bicentennialcommissions; an instructional guide for class-room use with suggestions for activities, discus-sion and research topics, maps. and illustrationsof flags, uniforms, weapons, and student proj-ects; and alist of cultural,-c-iVic,'religiOnS, eflinie,and service organizations.
Research the but.:kgrounds of the individuals.quoted in this booklet. Discuss why the state-ments were made. Follow up by asking studentsto present their interpretations by combining thequotations with various art forms.
Research the life stories of individuals whomstudents have identified as "Great Americans."Sports champions, scientists, inventors, and art-ists are equally as deserving of selection as thestatesmen. The objective would be to develop anexplanation of the sources of their greatness, orobstacles to it, giving attention to racial, ethnic,and sexual role influences. Presentations could bein various media. Class discussion could lead tothe selection of "Great Americans" or follow thereports.
Give Me your tired, your poor,Your huddled masses yearning 10 breathe free,The, wretched refitse al your teeming shore,Send these, the homeless, tempest -rust to me,1 lift my lamp beside the ,golden door!(Emma Lazarus, The New Colossus,- 1883)
0! ye that lore mankind! Ye that dare oppose, not only thetyranny but the tyrant, stand forth! Every spot of the Old IVorld isoverrun with oppression. Freedom has been haunted round theglobe. Asia and Africa have long expelled her. Europe regardsher like a SI ranger, and England has given her warning 10depart, 0! receive the fugitive, and prepare in time an asylum forMankind. (Thomas Paine, January 1776, Common Sense)
Perhaps there is no country in the world where the yoke is lighterthan here, Bw this persuasion, though in one view if may affordus consolation, ought MI 10 blind us 10 our true condition, orweaken our efforts 10 remove the evils that Still oppress us. . .
Men and women are partakers of the same nature. They arerational beings,. and, as such the same principles of truth andenitity must be applicant ioinnn. (Charles'BrOtiZtToyi-i3tiA4y,'
Alcuin: A Dialogue)
The history of mankind is at history of repeated injuries and usurpations on that part of mantoward warm, having in direct object the establishment of an absolute tyranny Overher. . Now, itt-view of this entire disenfranchisement of one-half the pe.ciple of thiscountry, their social and religious degradation, in view of the unjust laws above mentioned,and because women do feel themselves- aggrieved, oppressed, and fi-authtlently deprived of;heir most sacred rights., we insist that they have immediate admission to all the rights andprivileges which belong to them as citizens of the United States. (Declaration of Sentiments.18-18. adopted at Seneca Falls Convention)
I have listened la Many hulks from our 'grew father.' When he first came over the widewaters, he %vas but a little man . very Mlle. His legs were cramped by sitting in his bigbow, and he begged for a little land to WI ids fire on But when the white man had warmedhimself before the Indians' fire and filled himself Willi hominy, he became very large. With astep he bestrode the mountains, and his feet covered the plains and the valleys. His handgrasped the eastern and western seas, and his head rested on the moon. Then he becameOur Grew Father.' He loved his red children, and he said, 'Gera little further. lest I step
On you.'
Brothers. I have listened 10 a ,;'real many talks,from our ,great.finher, but they always beginand end, 'Get a little further. You are WO near me.' (Ciao Tokohe, Creek Nation, 1829)
CHAPTER IIIBICENTENNIAL SCHOOL PROGRAM IDEAS
Many New York State schools and communities are already in-volved in marking our nation's two hundredth birthday. School bicenten-nial committees have been formed and are enthusiastically planninginterdisciplinary and community related activities. Following are briefdescriptions of various bicentennial programs being developed at differ-ent grade levels. For further information, contact the person listed.
Crown. Point C,,s..1.ral School. Elementary andsecondary studei:1, Are participating in an interdis-ciplinary school-community program which _in--eludes the following activities:
I. Monthly historical film showings.2. Industrial arts class making life-size figures of colo-
-nia'1 fdolei=- -foc.display.-;.n the community..3. School-community quilting parties.4. Lecture-demonstration in authentic costume of Eng-
lish and American soldiers of the Revolutionaryperiod.
5. Old map recreated by students.6. Essay contest about General Richard Montgomery.7. Lectures on local history for school and community.8. Interviews of older residents of the community.9. Parade invnlving the whole community,
10. Walking tours.CcMtacC Ms. Catherine A. Gerrand
Crown Point BicentennialBox 2Crown Point, New York 12928
Kingston Consolidated City Schools. The schoolworks in close cooperation with the Kingston Bicen-tennial Commission on activities which include:I. Students' stockade map of early Kingston:2. Semester courses in colonial arts and crafts.3. Composition units, such as one about Sojourner
Truth,4. Tours in stockade area co nil uc'ie.
dents.5. Groups performing 17th and 18th century songs and
dances.Contact: Ms. Viola Opdahl
Kingston Senior High School403 Broadway,Kingston, New York 12401
Crown Point students showing off some of their hand-made flags.
AN APPEAL TO HEAVEN ,
23
Northern Adirondack students with some of theirbooks on American life.
Gates-Chili Central School, Rochester. Over fiftyand t:ettior high school studec.:z-woric- in their-
community to research, analyze, and present itshistorical heritage. Some of their projects include:1. Making gravestone rubbings and recording informa-
tion from cemeteries. This material was prescntcd to alocal historical society and the school library.Participating in an archaeological dig to help in therestoration of an historic mill.
3. Documenting and constructing a model cobblestoneschoolhouse.
4. Documenting the history of and planting an almostextinct type of apple tree.Contact: Mr. Thomas Kanaley and Mr. K. G.
MiddletonGates-Chili Central SchoolsWegman RoadRochester, New York 14624
Northern Adirondack Central School. A projectis planned for elementary school students to createbicentennial packets which include child-createdrecorded books on Anjer,ican slife:Copies of thismaterial will be placed in the school library and willalso be available for public dizsplay.Contact: Mr. Damour Bessett
SlocumBox 187Ellenburg Depot, New York 12935
Eternalvigilance
is the priceof liberty.
(WendellPhillips,
I.ntatry28, 1852.
addressto Massachusetts
AntislaverySoci
ety)
Eden Middle School. Middle school studentssponsor a dinner for senior citizens each fall. Duringthe event, each student talks with a citizen to learnabout the community and then makes an appoint-ment for further interviews. The data collected willthen be made into a booklet about the history ofEden.Contact: Mr. Richard Beers
Eden Middle SchoolEden, New York 14057
24 3Q
North Junior High School, Niagara Falls. Juniorhigh school students have been active for severalyears in projects which include:I. Distribution of approximately 1500 American flag de-
cals to instill a feeling of patriotism and love for theflag.
"). Collection of names on petitions for support of theNiagara Arts Center.
3. Participation in election campaigns by working formembers of both parties and removing political signsand posters after the election.
4. Work on a project, ".Yours 'Tit Niagara Falls," tostimulate community support for needed repair workon the American falls. The students have attendedmeetings, collected petitions, and kept in close contactwith local congressmen.
5. Participation in youth government days during whichstudents assume roles in city government.
Contact: Mr. Stanley HorabNorth Junior High School
'a'nd Qteveland:Oors-,-7.-Niagara Falls, New York 14305
Niagara Falls students helping their Mayorcelebrate his birthday.
Van Duyn School, Syracuse. "Then OnondagaHollow, Now Onondaga Valley" is a history of theSyracuse area written by a teacher and a libraryvolunteer. It includes pictures, old and new photo-graphs, and maps and has inspired students to workon various projects, including clothing, villages,and murals.Contact: Mrs. Tina P. Norton
Van Duyn School401 Loomis AvenueSyracuse, New York 13207
M.
Cuba Central School. High school studentsdocumented and recorded the architectural aspectsof buildings in their community during the 1970-1971 school year. Their study was then used byRepresentative James F. Hastings in the fall of 1974in applying for designation of South Street, Cuba,as a national historic site.Contact: Mr. William Burt
R. D. #2Cuba, New York 14727
itA
31
Two Van Duyn students showing offtheir handmade costumes.
25
Sherman Central School. Over a period oftwenty-eight years, junior and senior high schoolstudents in this community of 1500 have developeda museum complex on their village green. As one oftheir 1976 bicentennial projects, students will add abandstand to the complex which already includf.:s ahouse, store, church, log dwelling, schoolhouse,and buggy shed. Although the students- maintainand run the museum, they have had considerablehelp from community people in acquiring. moving,and renovating buildings. This project has helped tobring students toaether with people in the commu-nity in an effort to create a valuable interdisciplinaryeducational situation.Contact: Mrs. Genevieve Larson
Park AvenueSherman, New York 14781
C.
26
tae
Cohoes High School. The Senior High Bicenten-nial Club has written to famous Americans askingfor their "positive thoughts for the country duringthe next 200 years." The results will be compiled ina booklet to be published in August 1975.Contact: Ms. Maureen Geer
Cohoes High SchoolCohoes, New York 12047
Sherman Yorkers enjoying a break from work in theirmuseum schoolhouse.
takr71
32
Jefferson Park School, New York City. A groupof middle school students is developing an EastHarlem Heritage Trail which they hope to haveready for publit, use by 1976. One of the students'goals is to change the image of their community bypresenting its rich historic heritage.Contact: Mr. George Calvert
Jefferson Park Intermed, to School 117240 East 109th StreetNew York, New York 10029
Jefferson Parkstudents-
Northport-East Northport Union Free School.The board of education initiated the formation of acommunity -wide bicentennial committee, "Starsand Stripes 200." Among the sixty-four communityorganizations represented is the school district. Theparticipation and support of each member organiza-tion in a given activity is solicited and encouraged.A few school-community activities that will occurduring the year are:I. A time capsule containing the informatiOn abut the
present community will be buried, to be opened intwenty-five years. BOLES students will open the1,000 gallon oil tank and a local welding company willclose it. Anthropology students are publicizing theevent and running the ceremonies. This is a schoolinitiated project.
2. A community-wide colonial fair will be held on theschool grounds.
3. A town music contest. The bicentennial committeehas asked resident musicians to write musical compo-
' 'sitions that capture tiav or, ant;the present community. The winning piece will beperformed during a town concert.
4. A community wide calendar of events. containinginformation about bicentennial activities and sig-nificant local events over the past two hundred years.Social studies students and the historical society areresearching local history. From the information:gathered about local, state, and national history, the-senior high school students will plan, develop, andproduce a children's coloring book, to be presented tothe elementary students.
Contact: Mr. Richard StrebNorthport High SchoolLaurel Hill RoadNorthport, New York i 1768
Bethlehem Central Schools. The citizens ofBethlehem, both adult and student populations, areplannine a bicentennial pageant. As one of manyschool-community cooperative programs, thepageant will be the highlight of the bicentennialactivities in 1976. Written in a musical comedystyle, the pageant will stress American music overthe past 200 years; provide a multi-media history ofBethlehem; convey changes in education, family,politics, and crafts; cite contributions of ethnic andminority groups; and give a tribute to famous andinfamous statesmen. People from the school andcommunity will participate in all aspects of theproduction. Elementary and middle school studentswill write the script and music for Act I; the seniorclass will be in charge of Act II; and communitypeople and other high school students will haveresponsibility for Act III.Contact: Mr. Richard Feldman
'Rethiehern -Centrai -Senior High School700 Delaware AvenueDelmar, New York 12054.
East Syracuse Middle School. Middle school stu-dents, in conjunction with the music department,perform music from the late 1700's. They present aspecial program about flags, starting with those ofearly militia units and progressing to our fifty starflag.Contact: Mr. James DeLuca
East Syracuse Middle SchoolEast Syracuse, New York 13057
East Syracuse fife and ctrutnmers
mr,au
33
1
27
North Junior High School, Newburgh. Studentshave created the organisation STOP, Students toOvercome Pollution. Using a refurbished caboose,purchased from the Central New Jersey Railroad forfifty dollars, as a collection center, they recyclenewspapers, glass, and aluminum.Contact: Mr. Anthony Cimorelli
North Junior High SchoolNewburgh, New York 12550
Nassau Spakenkill School, Poughkeepsie. Thiselementary school program, entitled "Dress Re-hearsal for '76," included trips to historic sites, afife and drum corps presentation, and minicourseson colonial life.Contact: Mr. Richard Lahey
Nassau Spakenkill SchoolPoughkeepsie, New York 12601
(Above) students from Newburgh (Below) Sparkenkill students in their recreatedcolonial classroom.
ow 00101101100
a001111.ARIL
28
y
Gloversville Yorkers participating in a militia outing.
Utica Free Academy. As an outgrowth of a PilotProject Search program to develop an interdiscipli-nary approach to cognitive learning, the studentsand faculty of Utica Free Academy decided to createand produce a rock opera for the bicentennial.Vocal, instrumental, draffia, art, English, socialstudies. and audio-visual students and faculty haveused classroom and extra-curricular time to create,write, design, plan, organize, build, and produceRevolution,. Through music, dance, drama, and thevisual arts, the essence of the American Revolutionrather than the revolution itself is conveyed. As-pects of local history are included.Contact: Dr. Angela Elefante
Director of Project Search310 Bleecker StreetUtica, New York 13501
Junior High School 22, New York City. A juniorhigh school newsletter, written by social studiesstudents and printed by graphic arts students, con-tains suggestions for celebrating the bicentennialand is oriented toward Blacks and Puerto Ricans.Contact: Mr. Stanley Goldstein
Office of Continuing Education75 Avenue BNew York, New York 10009
A copy of the J. H. School 22 newsletter.
35
Gloversville Public Schools. This student grouppresents programs and demonstrations on uniforms,weapons, and military maneuvers; they also partici-pate in camp-outs of the Brigade of the AmericanRevolution. They have helped create a countymuseum and have compiled information, which ispublished in the local newspaper, on over 1,000,mer_nbers of the Third Regiment, Tryon CountyMilitia.Contact: Mr. Lewis Decker
186 Bleeker StreetGloversville, New York 12078
Fonda-Fultonville Central School. Middle andhigh school students are involved in a project called"Discovery of the Mohawk Valley through Scienceand History for 1976. Funded by Title III, thei;;;,.-,7,-Esciplinary project fosters discovery ofMohawk Valley history through digging at unde-veloped archaeological sites. Exhibits will behoused in a one-room school on the Fonda campus.In addition to being an invaluable educational ex-perience, the project has drawn considerable com-munity support and thereby siicngthened the bondsbetween school and community.Contact: Mr. Sal Furnare
Fonda-Fultonville Central SchoolFonda, New York 12068
WINNER of rho MAYOR'S 111;CENTENNIAL RECOGNITION AWARD.,Citylq-Centennial
Endorsed by the Ni- Centennial Comm-ittee, Printing Teachers Guild, NY
Vs& NI NA IR March 21, W75
4
1776-1976
Sanctioned bythe N. Y. CityE1- CentennialCorporation
A
Written by the pupils of Social Studies ';and print-ed and published in the Graphic Arts Shop of J.N.522, M. Sponsor: the Office of Continuing Education75 Ave. B, N.Y.C. 10009 (Stanley Goldstein - Dir-ector). Send all correspondence and make all
checks to this address!
29
People, places, and things make up the world; they can tell us aboutthe social, political, economic, scientific, and cultural development ofour community, state, and nation. Patient and persistent inquiry canunearth fascinating resources artifacts, ideas, tales, facts, and more
from which'bicentennial activities can be developed. As schools takeadvantage of the resources in their area, the school and the communitywill become integrated as a learning environment for young people.
Listed below is a sampling of resources.
COMMUNITY
HISTORIANSIn New York State virtually every county, town,
and city, and some villages, have an officialhistorian. He/she can be of assistance by offeringto lecture, arranging for slide presentations, films,or exhibits on particular topics, and suggestingadditional community resources.
HISTORICAL SOCIETIESEvery county has at least one. They are an addi-
tional resource on local history and may haveformal exhibits or collections that are either open tothe public or portable.
COUNTY EXTENSION SERVICEASSOCIATION
A source for information on crafts.
MUSEUMSPast and present social and cultural life is illus-
trated through exhibits, art shows, slide presenta-tions, lectures, and films.
HISTORIC LANDMARKS, SITES,BUILDINGS
Sources for information on local history. Alsothrough personal contact, they are a means ofdemonstrating the relationship between past andpresent.
RESEARCH ASSISTANTS, New York StateDivision of Historic Preservation of the Officeof Parks and Recreation
As coordinators and supervisors of people whoare surveying historic sites in New York State,they are a source for architectural and engineeringinformation. Contact through the Office of Parks
30
and Recreation, Division for Historic Preservation,Swan Street Building, Albany, New York 12238.
CIVIC ORGANIZATIONSThe League of Women Voters, chambers of
commerce, service clubs, and others.
RELIGIOUS AND SERVICEORGANIZATIONS
Churches, volunteer fire departments, the RedCross, and others.
PUBLIC LIBRARIES AND LIBRARIANSSources for films, records, books, photographs,
and more.
ARTS ORGANIZATIONS AND LOCALARTS COUNCILS
Sources for crafts, performing arts organizations,art exhibits, local and visiting artists, and more.
ETHNIC ORGANIZATIONSItalian, Polish, Jewish, Greek, Black, Puerto
Rican, and other clubs and/or community centers.They are a source for historical and cultural pro-grams and information.
SENIOR CITIZENS' CENTERS,ORGANIZATIONS
Primary resource for community history, knowl-edge about people, places, events. Senior citizensmay be willing to provide assistance in the class-room.
COLLEGES AND UNIVERSITIESSource for print and non-print materials, lec-
turers (both professors and students), displays, ex-hibitions, arts performances.
36
STATE
NEW YORK STATE AMERICANREVOLUTION BICENTENNIALCOMMISSION
Ms. Katherine Johnson, Education Coordinator99 Washington Avenue, Room 1700Albany, New York 12234(Telephone: 518-474-1453)
- THE NYSARBC has available:Publications; list freeFilm, And Take Me by the Hand; information aboutavailability, freeInformation about all New York State bicentennialprograms, including the traveling barge; free
Various suggestions for classroom activities, list ofresource people for particular subjects;. freeWorkshops
NEW YORK STATE EDUCATIONDEPARTMENTEducation BuildingAlbany, New York 12234
Bicentennial Committee of the Office ofGeneral Education and Curricular Services
Dr. Donald Bragaw, ChairpersonEducation Building, Room 320Albany, New York 12234(Telephone: 518-474-5978)
The bicentennial committee has available thefollowing material and services:
Newsletter, The Continuing Revolution, which docu-ments school bicentennial activities and suggestsclassroom strategies; freeStarter packet, classroom strategies and materials,resources, ideas and contacts; freeWorkshops
DIVISION OF CURRICULUM DEVELOPMENTEducation Building, Room 314CAlbany, New York 12234
The division has available:Curriculum guides; publications lists and guidesavailable from your principal
BUREAU OF MASS COMMUNICATIONSEducation Building, Room 1061Albany, New York 12234
The bureau has available:Audio and videotape materials; catalogue availablefrom your library, audio-visual center, or superin-tendent's office
,
OFFICE OF STATE HISTORY99 Washington Avenue, Room 1807Albany, New York 12234
The office has available:List of historical societies-in New York State; freePublications about particular aspects of New YorkState history
EDUCATION PROGRAMS ANDSTUDIES INFORMATION SERVICE UNIT
Education Building, Room 330Albany, New York 12234(Telephone: 518-474-3759)
This. unit provides, local educatorsAccess to. local,state, national, and commercially developed cur-riculum materials for use in their efforts to improvecurriculum content in the schools. It also offerscomputerized access, through regional repre-sentatives, to over 200,000 Educational ResourceInformation Center (ERIC) documents, all of whichrelate to nationally developed programs, research,or curriculum. As follow-up to the computerizedERIC access, it also provides educators with freemicrofiche of- documents and copies of journalarticles.
Under a National Institute of Education grant,efforts are currently underway to develop andoperate an ERIC-compatible New York State bankof program and curriculum materials.
NEW YORK STATE OFFICE OFPARKS AND RECREATIONDI VISION OF HISTORIC PRESERVATION
Director of CommunicationsSwan BuildingAlbany, New York 12238(Telephone: 518-474-0447)
The office has available:Guide to Outdoor Recreation in New York State,lists all outdoor recreation and historic sitefacilities; free
3?
Bureau of National RegisterMs. Ruth LawlorSwan Street BuildingAlbany, New York 12238(Telephone: 518-474-0479)
The bureau has available:Information about historic pi'operties, affiliatedprograms, and a statewide survey of historicplaces; free
31
BUREAU OF PUBLICATIONSSwan Street BuildingAlbany, New York 12238
The bureau has available:Brochures, describe thirty-four state owned his-toric sites; freeInformation on programming; available fromeach site
NEW YORK STATE HISTORICALASSOCIATIONEducation DepartmentCooperstown, New York 13326(Telephone: 607-547-2533)
The association has available:Summer seminars and lecture programs; informationfree ..Publications, including books and materials on 19thand 20th century art, crafts, folk culture; list freeAdult membership program; information freeJunior historians membership program, Yorkers;information free
The association maintains:The Farmers' Museum, Fenimore House, and TheCarriage and Harness Museum; school program in-formation upon request; fees vary
NEW YORK STATE LIBRARY ASSOCIATIONSuite 124260 East 42 StreetNew York, New York 10017
The association has available:Bicentennial resource list of non-book print andnon-print resource materials; free
NEW YORK STATE UNITED TEACHERS, INC.Ms. Ponsie Hillman, Bicentennial Coordinator80 Wolf RoadAlbany, New York 12205(Telephone: 518- 459 -5400).
NYSUT administers a student bicentennial con-test called "My America Yesterday, Today,Tomorrow" for the National Education Associationand the Pennsylvania Bicentennial Commission.Young people are asked to express their feelingsabout America through various media and dis-ciplines.
Information packet; free
EDUCATIONAL ASSOCIATIONS ANDCOUNCILS
Various associations have available:'Suggested strategies related to particular topics and
issues within each discipline
32 38
NEW YORK STATE COUNCIL ON THE ARTSMr. John Wessell, Program Associate250 West 57 StreetNew York, New York 10019(Telephone: 212-397-1773)
The council has available:Updated list of local arts councils in New York StateBrochure listing various arts programs
NEW YORK FOUNDATION FOR THEARTS, INC.Mr. Ted Berger, Coordinator60 East 42 Street, Room 940New York, New York 10017(Telephone: 212-986-3140)
NYFA provides technical assistance to aid in themobilization of community organizations' supportfor local arts and artists.
NYFA Itiministers the National Endowment forthe Arts' Artists-in-Schools Program on behalf ofthe New York State Council on the Arts and in co-operation with the New York State Education De-partment Division of the Humanities and the Arts.
Fart sheet, explains how to apply for artists in thesix components of theatre, dance, poetry, film, visualarts, and crafts; free
CREATIVE ARTISTS' PUBLIC SERVICEMr. Richard Linzer, DirectorCommunity Services250 West 57 Street, Room 430New York, New York 10019(Telephone: 212-247-7701)
CAPS gives grants to individual artists to createcommunity services, inworks and tr.
eluding lectures, demonstrations, workshops, openrehearsals, readings, performances, concerts, filmand video presentations, and donations of finishedart works.
List of CAPS artists; free
MEET THE COMPOSERMr. John Duffy, DirectorAmerican Music Center2109 Broadway, Suite 15-79New York, New York 10023(Telephone: 212-247-4082)
The program offers assistance on a matchingbasis to sponsoring organizations in order for themto invite a modern composer into a communityto perform, direct, lecture, and exchange ideasabout their music. Schools may request any com-poser and assisting artist, if needed, for a singleengagement or extended visit.
COMMITTEE FOR VISUAL ARTSMs. Trudie Grace155 Wooster StreetNew York, New York 10012(Telephone: 212-674-2950)
Through its programs, C VA ;financially assistsprofessional unaffiliated visual artists and providesopportunities for communication between artistsand the public. C VA's programs include:
Artists Space gallery, three one-person exhibitsmonthly; freeSlide registry of professional unaffiliated artists inNew York City; CVA can arrange for discussionsessions with individual artists or tours of artists intheir studios; modest feeVisiting Artists program, acts as a coordinating bodythrough which cultural organizations and institutionsof higher learning can arrange for an artist and/orart critic to visit and discuss his/her art works;schedule available
GALLERY ASSOCIATION OFNEW YORK STATE, INC.
Mr. Peter Langlykke14 Prentice StreetNorwich, New York 13815(Telephone: 607-334-8940)
The association has available:Brochure of visual arts exhibitions of all types andsizes for monthly loan at a modest fee; free
NEW YORK STATE CRAFTSMEN, INC.Mr. Harry Dennis, Executive Director27 West 53 StreetNew York, New York 10019(Telephone: 212-586-0026)
The craftsmen have available:Crafts Annual, includes directory of New York Stateschools and educational associations offering coursesand/or workshops on crafts, and New York Stateand national crafts organizations and guilds; $1.50from Publishing 'Center for Cultural Resources, 27West 53 Street, New York, New York 10019Monthly bulletin, lists crafts events and workshopsin New York State; subscription information freeCrafts Workshop's program, sponsors workshops inNew York State; modest fee
HUDSON HERITAGE HOUSEMr. Marvin ZetlanSummit AvenueCentral Valley, New York 10917(Telephone: 914-928-6874)
The Hudson Heritage House has available:Monthly notebook study kits On various topics inNew York State history designed for grades 4-7,various subscription programs include teaching
plans, index of topics, bibliography, overlay maps,artifacts; informational material freeNov York Directory of Human Resources, Colonialand Indian, to be published in September 1975;$5.95 pre-publication, $7.95 after publication
TOWN OF HEMPSTEAD BICENTENNIALCOMMISSION
Mr. Roger A. Malfatti, Jr.Town Hall PlazaHempstead, New, York 11550(Telephone: 516,481-0200 ext. 388)
The commission 'he available:Bicentennial Performing' Airs Directory, describesperforming arts organizations offering bicentennialprograms, including presentations Of folk traditionsand ethnic heritage
NATIONAL
AMERICAN REVOLUTION BICENTENNIALADMINISTRATION
Youth and EducationMr. Russ Gibb, Director2401 E Street, N.W.Washington, D.C. 20276'(Telephone: 202-634-1971)
The ARBA has available:Official Master Register of Bicentennial Activities,lists all local, state, national, and international events,updated quarterly; fee undeterminedList of national and international programs havingparticular educational value; freeList of commercial sources offering officiallyrecognized commemoratives such as posters, decals,bumper stickers, etc; free
THE BICENTENNIAL COUNCIL OFTHE THIRTEEN ORIGINAL STATES
Mr. Edwin Rabbitt, Assistant Director400 Colony Square, Suite 201Atlanta, Georgia 30361(Telephone: 404-892-7028)
The council has available:Brochure, gives brief background of thirteen states,describes council and its activities; freeYearbook, outlines programs of council, federalagencies, each and other general organiza-tions; $3.95A Modular Approach to Bicentennial Planning,suggests ideas for thoughtful long-range programsand stimulates creative thinking; $7.50
39 33
PEOPLES BICENTENNIAL COMMISSIONMs. Sheila Rollins1346 Connecticut AvenueWashington, D.C. 20036(Teleph-ene'202-833-9121)
The PBC has available:Introductory packet, explains their guides to corn"-munity projects, student and teacher programs, andyouth activities; syllabus and study guide to Ameri-can Revolution, quotation book, magazine, postersand buttons; tree
BICENTENNIAL JUNIOR COMMITTEESOF CORRESPONDENCE
Room 5821United States Postal ServiceWashington, D.C. 20260
The, program coordinates the exchange of lettersby elementary School' students acros's' the -UnitedStates. The postal service has available:a Kit, includes teacher's guide, posters, membership
cards, mailing directory of other participatingschools, teacher's response card; free, order throughyour principal
UNITED STATES DEPARTMENT OF THEINTERIOR
Ms. Jean Hawkins, Bicentennial CoordinatorRoom 5125Washington, D.C. 20240(Telephone: 202-343-8331)
The department has available:Information about various programs within itsbureaus; free
JOHNNY HORIZON '76Mr. Mark Guidry, Liaison OfficerUnited States Department of the InteriorWashington, D.C. 20240(Telephone: 202 -343 -6 10 I)
Let's Clean up America for Our 200th Birth-day is a beautification program designed to inte-grate environmental education into every disci-pline. The program has available:
Classroom kit for teachers, explains program andguidelines, suggests activities and student proj-ects. contains poster. lists selected environmentalmaterials for. K- 12; freeA Better Place to Be, elementary and middle schoolguide to environmental learning, includes practicalsuggestions for projects: SI.25, information free
NATIONAL PARK SERVICEMs. Julie Rowe, Bicentennial CoordinatorUnited States Department of the Interior
34 40
Room 3013Washington, D.C. 20240(Telephone: 202-343-4961)
The National Park Service has available:Books, pamphlets, charts, maps, posters, and films;list freeBrochures, describe each national park and itshistoric significance; freeGuide to the Historic Places of the American Revolu-tion, describes sites in eighteen eastern states; $3. IS,information free
NATIONAL PARK SERVICENorth Atlantic RegionMr. James W. CorsonRegional Chief of Interpretation150 CausewayBoston, Massachusetts 02114(Telephone: 617-223-3769)
The service has available:List of national parks in New England, New York,and New JerseyFilms, relate historical events of each park; availa-ble from individual park or regional office
SUPERINTENDENT OF DOCUMENTSUnited States Government Printing OfficeWashington, D.C. 20402
The GPO has available:Government publications; check with your librarianabout what is available and how to order particularpublications
SMITHSONIAN INSTITUTIONBicentennial OfficeSusan Hamilton, CoordinatorWashington, D.C. 20560(Telephone: 202-381-5920)
The institution has available:General description of Smithsonian bicentennialprograms, includes Festival of American Folklife;free
SMITHSONIAN INSTITUTIONTraveling Exhibition ServiceMrs. Andrea StevensWashington, D.C. 20560(Telephone: 202-381-6631)
The service has available:Catalogue of Traveling Exhibits, describes variousAmerican heritage and international exhibits; freeBrochure, "The American Experience" contains in-formation on their portfolio series; free from Scho-lastic Magazine, 50 West 44th Street, New York,New York 10036
NATIONAL TRUST FOR HISTORICPRESERVATION
Department of EducationMs. Pat Williams740-748 Jackson Place, N.W.Washington, D.C. 20006(Telephone: 202-638-5200)
The NTHP has available:National Trust Bicentennial Kit: How to Do ItYourself; minimal feePreservation poster; freeFilm catalogue, includes historic preservation andrelated subjects; freePublications; catalogue $.25
NATIONAL ENDOWMENT FOR THEHUMANITIES
Ms. Diane V. Eisenbertz806 15th Street, N.W.Washington, D.C. 20506(Telephone: 202-382-4278)
The endowment is sponsoring the AmericanIssues Forum, a program designed to engageAmericans of all ages, backgrounds, and interestsin the exploration of issues fundamental to Ameri-can society through our history. The endowmenthas available:
Informational material; freeCalendar of topics, identifies one issue per monthfrom September 1975 to May 1976, includes illus-trative quotations and examples of source material
AMERICAN ASSOCIATION OF MUSEUMS2233 Wisconsin Avenue, N.W.Washington, D.C. 20007(Telephone: 202-338-5300)
The association has available:Publications; list freeDirectory of museums in the United States andCanada; available at your local historical society orlibrary
AMERICAN ASSOCIATION FOR STATEAND LOCAL HISTORY
1400 Eighth Avenue SouthNashville, Tennessee 37203(Telephone: 615-242-5583)
The association has available:Publications; list freeDirectory of museums in the United States andCanada; available at your local historical societyor library
41
NATIONAL HISTORICAL SOCIETYGettysburg, Pennsylvania 17325
The society has available:Catalogue of bicentennial publications
NATIONAL GEOGRAPHIC SOCIETYMr. Jerome F. OweckeWashington, D.C. 20036(Telephone: 202-296-7500)
The society has available:Film list; free
NATIONAL PARKS AND CONSERVATIONASSOCIATION
1701 18th Street, N.W.Washington, D.C. 20009(Telephone: 202-265-2717)
The association has available:Film catalogue; free
DAUGHTERS OF THE AMERICANREVOLUTION
Office of the Corresponding Secretary General1776 D Street, N.W.Washington, D.C. 20006(Telephone: 202-628-4980)
The DAR has available:Publications; list free
AMERICA THE BEAUTIFUL FUNDMs. Leslie Sudders145 East 52nd StreetNew York, New York 10022(Telephone: 212-486-1907)
The fund has available:Old Glory, describes successful historic preservationprojects; $4.95 plus tax and postage, from FenimoreBookstore, New York State Historical Association,Cooperstown, New York 13326Posters; freeSlide show, documents twelve heritage preservationprojects completed due to community participation;available on a limited basis
NATIONAL EDUCATION ASSOCIATIONMrs. Janice M. Colbert, Bicentennial Coordinator1201 16th Street, N.W.Washington, D.C. 20036(Telephone: 202-833-4000)
The association has available:Bicentennial Ideabook, discusses projects to imple-ment its "A Declaration of Interdependence: Educa-tion for a Global Community" program, suggestsclassroom discussion topics and activities; limitedquantity available, freeBicentennial Teaching Materials: An Annotated
35
Bibliography, lists audiovisual materials, films,filmstrips, cassette tapes, and more; limited quantityavailable, free
AMERICAN CRAFTS COUNCILLois Moran, Director44 West 53 StreetNew York, New York 10019(Telephone: 212-977-8989)
The council has available:Publications; list organized by state and coverscrafts and crafts-related organizations, people,lithographies, shops, galleries, audio-visuals, andmore; prices vary
NATIONAL INDIAN EDUCATIONASSOCIATION
Mr. Conrad Downing3036 University Avenue SEMinneapolis, Minnesota 55144(Telephone: 612-378-0482)
The association is a research and resource centerfor information on Native Americans. Materialsavailable through Project-Media are:
research bibliographiesresearch service, computerized file, on any relevantsubject; minimal feetapes and filmstrips of Native American culture and.society; limited availabilitylist of reviewed filmsmodel course. "Contemporary Issues of the Ameri-can Indian," college level but adaptable-to_particularneeds; $1.00
The association also has a newsletter andbrochures.
SOCIAL SCIENCE EDUCATIONCONSORTIUM
Ms.Trances Haley855 BroadwayBoulder, Colorado 80302(Telephone: 303-443-1370)
The consortium is concerned with ethnic studiescurriculum materials, especially for elementary andsecondary levels. Complete information, includingprice lists, is available from the above address. BySeptember 1 , 1975, there will be available apackage of material which includes:
annotated bibliography by grade level and ethnicgroup of curriculum materials, teacher resources,and filmsannotated list of individuals and organizations in-volved in ethnic studiesteacher's analysis instrument to review curriculummaterial for ethnic studies contentfilmstrip and cassette, "What Is an Ethnic Group?"
36
paper, "Tips for Teaching Ethnic Studies," suggestswho should teach it and -how to integrate it into thecurriculum; classroom activities; a i,..e:neral descrip-tion of available materialsteaching strategies handbooks
The consortium also has available:book of tips for teaching the bicentennial by Allan0. Kownslarannmateti bibliography of teaching materials for thebicentemiial
AMERICAN INDIAN HISTORICAL SOCIETY1451 Masonic AvenueSan Francisco, California 94117
The society has available a publications list, a'library, and archives.
NATIONAL ASSOCIATION FOR THEADVANCEMENT OF COLORED PEOPLE
Ms. Althea T. L. Simmons, NationalEducation Director
1790 BroadwayNew York, New York 10019(Telephone: 212-245-2100)
The, association has publications and films.
NORTH AMERICAN INDIAN TRAVELINGCOLLEGE
Ruth PapineauR.R. #3Cornwall Island, Cornwall, Ontario, Canada
P.O. Box 273Hogansburg, New York 13655(Telephone: 619-932-9452)
The North American Indian Traveling college isa cultural education center. Its fundamental aim isthe development of cultural pride and positive self-image among Native Americans. The college col-lects and preserves all aspects of Native Americanculture, including languages, and promotes the ex-change of ideas among Native American groupswithin the United States and Canada.
It has available:Publications which include information on lacrosseand a coloring book written in the Mohawk languageFilm listsLibrary which contains Native American manuscriptsTraveling arts and crafts projects. ProfessionalNative American artists and crafts people willdemonstrate and teach Native American arts andcrafts. Information available.
42
DISSEMINATION AND ASSESSMENTCENTER FOR BILINGUAL EDUCATION
Mr. Juan Solis, Director6504 Tracor LaneAustin, Texas 78721(Telephone: 512-926-8080)
The Dissemination and Assessment Center is aclearing house for bilingual bicultural educationproducts and professional services. Its primaryfunction is to acquire, edit, and publish bilingualbicultural materials, such as individual andpackaged bilingual curriculum materials and in-struction materials relevant to the culture ofethnic group in the United States.
It has available:Publications, list freeA comprehensive Guide to Bilingual BiculturalProjects in the United StatesCARTEL, a monthly annotated bibliography ofproject-developed and commercially produced bi-lingual bicultural materials. The annual cumulativeissue includes a classified index to the annotatedbibliography.
NATIONAL ORGANIZATION FOR WOMENNow's goals are to achieve true equality for
women in all facets of American life and a full,equal partnership of the sexes. Within the bodypolitic and economic spheres, Now is working toestablish equal opportunities for women. During thebicentennial, it hopes the Equal Rights Amendment(ERA) will be passed.
NATIONAL OFFICE5 South Wabash, Suite 1615Chicago, Illinois 60603(Telephone: 312-332-1954)
This office has available pamphlets explainingNOW's history and goals and information onERA free.,
PUBLIC INFORMATION OFFICE1266 National Press BuildingWashington, D.C. 20004(Telephone: 202-638-6054)
This office has available:List of NOW chapters; freeList of NOW Task forces studying various
. topics related to women. Each task force has
4 3
compiled information on particular topics;list freeAnnoted list of films and slide shows aboutwomen produced by NOW chapters; free"Beginnings of a Long and Real Revolu-tion," a documentary slide show of theU.S.A. feminist movement from 19th c to thepresent; a cassette and script accompany. Canrent or buy for a fee.
WOMEN's ACTION ALLIANCE370 Lexington Avenue, Room 601New York, New York 10011(Telephone: 212-685-0800)
The Women's Action Alliance is a resourceand referral center for information on women,history, artists, statespeople, and so on.
This office has available:Non-sexist childhood development project,includes curriculum materials for pre-schoolchildrenU.S. National Women's Agenda; listfree"Practical Guide to the Women'sMovement": lists women's groups, containsannotated reading and film listsPublications; list free
WOMEN'S COALITION FORTHE THIRD CENTURY (WCC3)Patricia Budd Kepler45 Francis AvenueCambridge, Massachusetts 02138(Telephone: 716-875-4059, New York Stateoffice)
WCC3's goals are the empowerment ofwomen as creators and leaders during thebicentennial era and the next century, buildingcommunications networks, and recoveringwomen's history. It is proposing to develop adeclaration of interdependence and impera-tives as a third century covenant. It invites theparticipation of other groups and individuals.
The organization has available:An information sheet; freeSpeakers, endorsements of projects,use oflogo; information freeList of their declarations; $2.00
37
CHAPTER VSOURCES OF FUNDING
It is very difficult for school districts to obtain financial assistancefor school-related bicentennial activities from foundations and gov-ernmental funding agencies. The areas of arts-related bicentennial ac-tivities and/or school-community bicentennial projects are more apt toreceive serious consideration from funding organizations. Therefore, it issuggested that school districts explore the possibility of funding fromtheir local school boards; county, city, or town bicentennial commissionsor committees; local governing bodies; and design self-supporting bicen-tennial functions that make the best use of financial and human resourcespresently existing within the school and community.
Cooperation between a school or school district and the local bicen-tennial organization may result in financial assistance for a school bicen-tennial activity. Many town, city, and county legislative bodies areappropriating funds for bicentennial projects. A school or school districtcould request a portion of those funds for a school-community bicenten-nial celebration.
Listed below are various agencies or foundations that will fundschool projects. The New York State American Revolution BicentennialCommission has no connection with the granting organizations and canact neither as a middleman, nor in any other capacity. For more specificinformation, contact the organizations directly.
YOUTHGRANT IN THE HUMANITIESMs. Marianne Blakey, CoordinatorNational Endowment for the Humanities806 15th Street, N.W.Washington, D.C. 20506(Telephone: 202-382-8301)
Grants are available to individuals or groups ofyoung people (under 30) for humanities projectsconceived by, planned by, and to be implementedby young people.
DIVISION FOR HUMANITiES AND THE ARTSMr. Lawrence CoulterState Education Building, Room 566Albany, New York 12234(Telephone: 518-474-8779)
Funds are available to assist schools in payingfees to a professional artist(s) and/or performing artscompany for a performance in the school for thestudents.
NATIONAL ENDOWMENT FOR THEHUMANITIES
Mr. William RussellDivision of Educational Programs806 15th Street, N.W.Washington, D.C. 20506(Telephone: 202-382-7081)
Grants are available to schools and/or school dis-tricts for elementary and secondary level humanities
38
projects: curriculum development, development ofteaching materials, development and production offilms for classroom use, and a summer institute forteachers. Although a separate category for bicen-tennial projects does not exist, a program with ahumanities theme would be eligible for assistance.
BUREAU OF SCHOOL LIBRARIESMs. Lore Scurrah, ChiefState Education Building, Room 676Albany, New York 12234(Telephone: 518-474-2468)
Federal NDEA III Grant Grants are made toschools on a 50/50 matching basis for acquisition ofinstructional materials and equipment which willimprove instruction in academic areas and enrichthe current program.
Federal ESEA II Grant Outright grants aremade for the acquisition of equipment for the schoollibrary and/or media center.
NEW YORK FOUNDATION FOR THE ARTSMr. Ted Berger, Coordinator, Artists in Schools60 East 42nd Street, Room 940New York, New York 10017(Telephone: 212-968-3140)
NYFA is not a granting organization. It will assistschools interested in the integration of arts into thecurriculum to identify local and state fundingsources.
NATIONAL SCIENCE FOUNDATIONOffice of Government and Public ProgramsDr. Lynn CarrollWashington, D.C. 20550(Telephone: 202-632-7443)
Grants are available to schools for enrichmentand improvement of the science disciplines. Theguidelines for these grants outline the followingcategories:
Development and improvement of education forcareers in science: programs in student orientation,ethnic minorities and women, and instruction on sec-ondary level,
Development of scientific literacy: programs that seekas an effect the lay person's understanding in today'sworld of science and science technology.Increasing efficiency of the educational processes:problem assessment and experimenial projects.
NEW YORK STATE OFFICE OF PARKSAND RECREATION
DIVISION FOR HISTORIC PRESERVATIONMs. Ruth LawlorSwan Street BuildingAlbany, New York 12238(Telephone: 518-474-0479)
This agency administers the Federal HistoricPreservation Program for New York State. Grantsare made on a 50/50 matching basis for acquisitionor development of buildings listed on the NationalRegister of Historic Places. Although the owner oradministrator of historic property must apply forfunds, student interest and organizational effortsmay stimulate a community and/or agency to under-take a preservation project.
NATIONAL TRUST FOR HISTORICPRES ER VATION
Ms. Pat WilliamsDepartment of Education740-748 Jackson Place, N.W.Washington, D.C. 20006(Telephone: 202-382-1304)
In the future, NTHP hopes to offer financialassistance to schools for preservation projects. Atthe motnent, NTHP has awards for student historicpreservation projects and cash awards for studentproduced films on preservation related topics.
NEW YORK STATE MINI-GRANT PROGRAMESEA TITLE III
Education Building, Room 860New York State Education DepartmentAlbany, New York 12234
This program makes small grants available toschool administrators, teachers, students, or com-
munity groups to promote innovative elementaryand secondary educational proposals at the "grassroots" level.
Purposes of the Mini-Grant Program are:1. To enable individuals or groups to obtain relatively
small amounts of money to field test, study, ordevelop. promising ideas.
2. To stimulate creative solutions to specific localproblems.
3. To support prOjects that might involve combina-tions of subject matter areas, educational levels,and participantS.
For current information relating to size ofgrants, applicatiOn deadlines; and specificguidelines, contact the superintendent of yourschool district and/or the regional BOCES office.
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