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(802) 425-2389



EDSS 200(June 28-July 2, 2010)

COURSE DESCRIPTION: This course introduces primary and secondary teachers to the rich
historic heritage of Lake Champlain and how this heritage can be incorporated into their
classroom curriculum. We first meet in our classroom for an introductory course on the use of
places, artifacts and documents in the teaching of social studies. From Monday afternoon on,
students meet at eight sites around Lake Champlain (including the Lake Champlain Maritime
Museum, Fort Ticonderoga, Crown Point, Hubbardton Battlefield, Shelburne Museum, and
Mount Independence) for tours specifically designed to acquaint us with the resources available
to facilitate teaching the wealth of history available about the Champlain Valley. On Friday
afternoon we return to the classroom to share what we have learned.

1. Read the Gartenhaus text (Minds in Motion:Using Museums to Expand Creative
Thinking, Alan Gartenhaus, 3rd, ed., Caddo Gap Press, 1997) and the Pershey article. React to
the readings in a 3-4 page double spaced essay that analyzes the content and applies the essence
of both readings and the visits to the historic sites to your own classroom situation. Essay is to
be mailed or e-mailed to me so that I receive it by the Wednesday after the final class meeting.

2. You are expected to create a lesson plan for an activity for each of the sites we visit. In
general it should be a pre or post activity which might be used with their class in conjunction
with a visit to the site or to introduce the site to students when the class cannot visit. Alternately,
an activity to be done at the site is acceptable. Lesson plans must include the following elements:
Title of lesson, Site for which it is intended, Time involved, Materials Needed, Educational
objectives, VT standards being addressed by the lesson, Description of the lesson, and
Evaluation method for assessing the effectiveness of the lesson. The first seven lesson plans (in
one combined file) must be emailed to everyone in the class on Thursday evening. The final
lesson plan for Fort Ti must be emailed to everyone by Friday evening after class ends. You
might find it useful to have a camera with you at the sites to aid in creating your lesson plans.

GRADING: Attendance and Participation 20%

Because this class only meets for one week, every student is
expected to attend every session. In very rare circumstances, arrangements can be
made for a student to miss one morning or afternoon session while we are visiting
one of the sites, with the understanding that the student will visit the site the
following weekend at their own expense and submit the required assignment for
the site to me and fellow students.
Students are also expected to engage in class activities on Monday morning.
They are expected to be prepared for a discussion of the themes developed at the
sites for the Friday afternoon class. At the sites themselves, students are expected
to be on time, respectful of the presenter and involve themselves in any activity
which the presenter provides (this varies from site to site that we visit).

Completion of eight museum related lesson plans 60%

Completion of reaction paper on readings 20%

AM: Introductory class on the use of historic sites, artifacts and materials
in the teaching of history.
PM: Chimney Point Historic Site, 1:30 PM

AM: Mount Independence Historic Site, 9 AM
PM: Hubbardton Battlefield, 1 PM

AM: Shelburne Museum, 9 AM (Ticonderoga and Commercial Use of
PM: Lake Champlain Maritime Museum, 1 PM

AM: Crown Point/Fort St. Frederick Site, 9:30 AM
PM: Mt. Defiance (lunch break)
Fort Ticonderoga, 1 PM

AM: Vermont Historical Society (Pavilion Bldg), 9 AM
PM: Summary class – in front meeting room, VHS
Discussion of readings, themes from the presentations at the sites, and
analysis of how this will be brought back to your own classroom situation.