Supplies

Several copies of Preservation in Print for the class to share
( To obtain copies, contact Preservation Resource Center at
(504) 581-7032 or prc@prcno.org)
A copy of the Scavenger Hunt Worksheet for each student or group of students to be downloaded from this website
Pencils
Scissors (optional)
Glue (optional)

Time

1 hour

Directions

1. Depending on class size and the number of tabloids that are on hand, decide whether this will be an individual or small group activity. If necessary, divide the class into small groups.
2. Pass out one copy of the Scavenger Hunt Worksheet to each student or group and briefly go over instructions which are as follows:



• For each question, record relevant information in the space provided. Teachers may want to allow younger students to cut out examples and paste them to the worksheet.
• Find an example of an historic property that is for sale. How much does it cost? Where is it located? What are some of the words used to describe the property? Who do you think would be interested in purchasing this place, a person looking for a place to live, or a business? Why?
• Find an advertisement for a business that either sells materials or objects or provides services that would help someone when restoring a historic house or building. What is the name of the business? What do they sell or what kind of service do they provide?
• Find mention of a place that is on tour. What is it? Where is it? Why For example, is it part of a fund-raiser event or is it a museum that is always open to the public?
• Find the name of a person that is noted for making preservation efforts. List one thing he/she did or is trying to do.
• Find one mention of a workshop or event that provides an opportunity to educate the public about preservation.
3. Think of a small reward for the student or group that finishes first (and has all the correct answers) such as writing a press release to the school paper, local paper or even to Preservation in Print and including his/their name(s) and photo(s) in the article or providing small prizes or treats.
   
   

Supplies

Paper
Pencil
Contact information for your local historical association (Your local librarian should be able to provide this information.) Other possible contacts include:

Louisiana Preservation Alliance
P. O. Box 1587
Baton Rouge, Louisiana 70821
(225) 344-6001

Foundation for Historical Louisiana (for the Baton Rouge area)
P. O. Box 908
Baton Rouge, Louisiana 70821
(225) 343-3989

Time

1 week

Directions

1. Invite a representative from the local historical society to the classroom to discuss the accomplishments of a local person or group of people who were responsible for the survival of a special monument, house, or other place of historic value in or near your community.


2. Instruct the students to take notes during the presentation, especially recording the name of this local preservationist hero, what he/she saved, when he/she saved it, the measures he/she took to save it, and why he/she saved it.


3. With the notes as a starting point for research, assign students to visit the local library to further investigate the preservation effort through newspaper articles and to collect copies of photos of the building(s) that was/were saved and the people involved in order to create a project or write a report. Some ideas for additional activities might include creating a plaque in the preservationist’s honor, planning a day of recognition for this person or group, writing the text for a historic marker explaining why the building(s) is/are important, or making a detailed drawing or scale model of the building(s) this person/group saved.


4. On the due date, have students discuss their reports or projects with the class.
   

EZ Content Blueprint from this Unit
Preservation in Print, April 2004 Issue
Chalkboard
Chalk

1 hour

1. Share information with the class from the EZ Content Blueprint on different ways old structures can be utilized today.


2. Make copies of the article, “Trinity School Adaptation Blesses the Little Children and the Neighborhood” in Preservation in Print on pages 14 - 16 for the students to read.
3. After reading the article, hold a class discussion on the following points:

   • why the adaptive re-use of the building described in the article was appropriate in this situation.
   
   
   • what buildings the students know of in their own communities that are currently being used for something other than their original intentions.
4. Make a list on the chalkboard of old, abandoned buildings in your community. Brainstorm possible reuses for one or more of these buildings. Then send your ideas to the owner or to your local city or parish council.

Acid-free paper
Acid-free boxes or large acid-free envelopes
Photographs
Current newspaper
Current magazine
Grocery or Clothing store receipt
Letters or cards
Use of a copy machine

1 week

1. Announce to students that they are being charged with the responsibility of preserving memories from their past, tokens and information that represent life today, and conserving sentimental family possessions such as photos or letters. They will do this by taking part in a fun time capsule project. Next, instruct the students to take pictures of the street or neighborhood where they live or of their school to include in the capsule. Then give them a list of ten or fewer other objects to bring in from home to store in the time capsule. Suggestions might include, but are not limited to, small or flat items such as photographs, newspaper clippings on current events, a magazine highlighting the latest trends, letters or cards from family or friends, and store receipts itemizing the current prices of things.
2. Once the students bring their items into class, instruct them to do the following:
   

   • For photographs, record who, what, when, where, and why on acid-free paper. Never write on the photograph. Place photographs in archival quality folders or wrap in acid-free paper.

• Store letters, unfolded, and cards wrapped in acid-free paper. Do not use paper clips, staples, rubber bands, tape, or glue on any of these papers as these will destroy the papers over time.
• Photocopy newspapers onto acid-free paper because the originals are printed on highly acidic material which will eventually yellow and turn brittle.
• Wrap all other items in acid- free paper.
• Place all of the items along with a list of everything that was included and reasons for why they were chosen in an acid-free box or envelope labeled with the student’s name.
3. Upon completion of the project, send time capsules home with the students. Instruct them to store the time capsules in a cool, dry, dark, and safe place away from light, dampness, and pests. Tell them to open the capsule once every year to see how your street, neighborhood or school has changed and to reminisce about the other pieces of the past they have safely tucked away.

Support Historic Sites

Students will learn the importance of supporting historic sites or old business districts in or near their communities by visiting them and by analyzing the impact this area has or potentially could have on the community.

Transportation
Pencils
Paper
Camera
Brochures from local Chamber of Commerce or Tourist Information Center
Markers
Scissors
Glue

2 - 3 days

1. Contact the local Chamber of Commerce or Tourist Information Center to find out what attracts tourists to your community, collect brochures and maps, and choose one or more sites for the class to visit.
2. Plan a field trip or encourage students to go with their families over the weekend to visit a nearby historic site or old business or Main Street district.
3. Assign students to take photographs or draw pictures of the buildings they see and record as much information as possible from their observations. For instance, record names from any old signs, study the size, shape, and number of windows to determine what a building may have been used for.
4. Conduct a class discussion to determine the benefits of tourists coming into the community to visit these sites. ( Cover points such as profiting local businesses when they pay for food, gas, and lodging. )
5. 5. Local support is also very important to the survival of historic districts and sites. Encourage the students to use their drawings, photographs, and notes with the use of markers, scissors, glue, and paper to create their own advertisements to be posted or even distributed in a public place such as the local library , restaurant, or grocery store to inform local citizens about these significant sites in their own back yards.

• Contact your local historical society to inquire about local historic sites in the area that are open for tours and have volunteer training programs. Sign up to become a junior docent, or tour guide/volunteer helper at the site that interests you the most.
• Help out with fund raising activities for your local museum or historical society. You may want to contact your local chapter of Volunteers of America to see which places in your area are looking for help. The phone number for the national headquarters of Volunteers of America is 703-341-5000 , and their website is www.voa.org.
• Choose one site in your community that is on the National Register of Historic Places. Why do you think this site is special? Find out what truly qualified this site to be chosen for the National Register of Historic Places.

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