All workshops are a minimum of 90 minutes and all offer hands-on experience for the participants.

Community Heritage Project Design:

Participants in this workshop brainstorm aspects of their community which are important to them, describing notable architectural, historical, social and environmental features of their community. In an interactive format, participants work through the steps of designing a community heritage project, beginning with asking the right question and proceeding to identify possible collaborative partners within the school community and among community groups in the larger community. Finally, participants think proactively about troubleshooting problems and identifying areas where it is important to have support before beginning the project.

Kay Morgan at a teacher
workshop in Colebrook.
Photo courtesy of Gail Scott

Writing about People and Places

How do students write about the information gathered during their community heritage project? How will the final essay differ from a research paper? What are the particular difficulties involved in writing up an oral history interview? In this workshop, teachers will complete mini-assignments based on place and/or oral history, and develop the strategies necessary to carry out a similar assignment with their students. Special attention will be given to the importance of voice and the weaving together of research and story.

Students participate in place-based writing on the boardwalk of the Sandy Point Discovery Center, Stratham, NH

Using Primary Sources in the Classroom

A key component of a successful community heritage project involves teaching students to read and understand primary source documents (letters, diaries, journals, legal documents, etc.) and interpret primary visual sources (photographs, art, maps). This workshop provides an opportunity for hands-on learning for teachers, so that they may develop several strategies for helping their students effectively use primary sources as part of their research. If the workshop time permits, practice is included in gathering oral history.

Sample of an 1868 letter.

Evaluation and Assessment of Community Heritage Projects

What are some best practices in evaluation which can be applied to community heritage projects? What do I evaluate, the process, the product or both? At what point do students evaluate themselves? Since community heritage projects may culminate in a theater piece, a dramatic reading, a mural or other art piece, how do teachers in non-art disciplines evaluate the final product? This workshop offers teachers the chance to explore portfolios, rubrics, student self-evaluation and qualitative outcome-based assessment practices. This workshop raises critical issues regarding the exhibition and assessment of knowledge.

Quilt square from an oral history/fiber arts residency.