Recent Changes

Feel free to upload a photo of a favorite historic or existing building and tell us why you think it is important and what you like about it. (Insert system for doing this} Flickr Historic Preservation Images
{DSCN1033.JPG} Plaster repair workshop conducted by the Preservation Education Institute at Harpers Ferry National Historical Park in West Virginia
Part 2 Unit 2-of the Lesson- 40-45 minutes
In this unit,theunit, the exerices help
You have finished the career exploration unit 1 and now you'd like to learn more. The following are some suggestions for creating a personal learning environment (PLE) to stay up-to-date on the world of historic preservation and traditional building practice.The PLE is based on the concept of a networked student developed by Wendy Drexler.
Contacts
Your email account should have a file folder for RSS Feeds. You can begin to explore websites and if you would like to follow updates from them, add them to your RSS Folder.
Social bookmarking sites such as www.diigo.com or www.delicious.com
to you.
Here is an example
Here are examples of onesome blog:
http://blog.preservationnation.org
http://traditional-building.com/Rudy_Christian/
http://blog.preservationnation.org
Here are some common tags and hash tags for this topic; use them to explore twitter accounts, for example:
#builtheritage
Building Trades
Summer Camps or Field Schools in building construction, historic preservation or architecture
Physical Education- A career in the building trades can be hard on one's body. Learn now how to stay in good shape to minimize injuries and prolong your career.
What are the ways in which you might pursue this field as a career? We are listing SOME of the programs of study available, but not all. This is not an endorsement for any listed program and if we did not include a program it is because we have limited space or may not know about it. There may be excellent programs not listed on this site. Part of the goal here is to encourage you to find other resouces not listed. The following are some but not all options to explore:
Working for someone already in the field
Skills needed: entry level training provided by high school building trades curriculum, a resume, basic power tool and hand tool operation, and safety awareness.
safety glasses, eyehearing protection, steel-toed
Transportation: a reliable ride or a reliable vehicle.
Attitude: Willing to learn and work for entry level wages; good observation skills, and ability to follow directions. Desire to protect historic building materials; attention to detail; and workman-like conduct: you need an aptitude for cleanliness of work site, promptness, and responsiviness.
Youth Conservation Corps in Vermont- www.vycc.org
Student Conservation Association (SCA) based in Charlestown, NH- www.thesca.org
Many museums offer field schools in historic preservation or archeology.
Finding an apprenticeship
other fields. Insert{Insert links to Union websiteswebsites.}
See the Timberframer's Guild apprenticeship program noted below under training options by nonprofits.
Such programs will offer rigorous training in a traditional apprenticeship environment. They offer strong networks of employers, mentors and peers if you complete the apprenticeship successfully. It may be necessary to move to find a program. It takes considerable time before you will be working on historic buildings.
National Park Service Historic Preservation Training Center in Frederick, MD www,nps.gov/training/hptc
www.historicvermont.org is the website for the Vermont Division for Historic Preservation
building craft include but are not limited to the following:
Roger Williams University- Historic Preservation Program- four year and four year plus one year leading to a master's degree www.rwu.edu
American College of the Building Arts- first four year college dedicated to historic preservation and traditional building skills, Charleston, SC www,buildingartscollege.us
Boston Architectural Center- www.bac.edu
Savannah College of Art and Design. www.scad.edu
University or College Programs in Architecture, Engineering or Construction Management
This section is under construction.
Graduate Study- post bachelor's degree
This section is under construction.
Regional choices include
The University of Vermont- www.uvm.edu/~histpres
Programs in classical architecture are relevant to this area of study including:
of Miami, Georgia Tech, Notre Dame,Dame University, and the pursuing higher educaitoneducation in this review and comment{insert form}
{Insertcomment {Insert Link for
Questions for Course evaluation- 5- 10 minutes
1. What did you like most about the Preservation Trades Career Exploration Course?
By all means feel free to email us or send photos of any projects you undertake. Let us know if it is okay to post them on our website, our Flickr account, or Facebook or elsewhere. We want to celebrate your career exploration but respect your privacy as well.
Good Luck with your career exploration! Thank you for taking this course.
titled Educational Technolgy.Technology. Ms. Hayward

objective 3- know how to find higher learning programs:
List websites, blogs, discussion forums
me through my employer{ form} for job
DEVELOP;
Instructional strategy
media and resourcesDraftresources Draft your activitiesBuild an age appopriateappropriate way, to guide theirher/his investigation of
IMPLEMENT
Test the first unit or two on us
The Draft of the Course follows:
An Introduction to Preservation and Traditional Building Craft Careers
it's good."
Audience: Students in grades 8 through 12 who are exploring careers in the building trades.
Introduction
Here is an example of one blog:
http://blog.preservationnation.org
http://traditional-building.com/Rudy_Christian/
Here are some common tags and hash tags for this topic; use them to explore twitter accounts, for example:
#builtheritage

Instructional strategy
Gather your media and resourcesDraft your activitiesBuild out first unit or twoMake frequent adjustments
building trades. I hope to simulate an environment that treats the learner like a professional, in an age appopriate way, to guide their investigation of career options.
IMPLEMENT
Test the first unit or two on us
#savingplaces
#historicpreservation
#historicbridges#historic bridges
{create graphic for this}
General Resources
The National Park Service has many resources for historic preservation in the United States:
Information Management
Reading Resources
start a Bibliography.Bibliography for independent reading. Please feel
Garvin, James A Building History of Early New England, Hanover, NH: University Press of New England
Condit, American Building
Virginia and JohnJohn, A Field Guide to American Houses
Salvadori, Mario, The Art of Construction- Projects and Principles for Beginning Engineers & Architects
Chicago, Chicago Review Press, 1990
3. Ask for references from current or former students.
4. The nonprofits listed on this website can help you find experts in the field.
Bibliography {prepare}
If you find sources that are not listed and you think they would help others interested in exploring careers in the preservation and traditional building trades, please email us at histwininc@valley.net
{sm-IMG_1166.jpg} Students from North Bennet Street School repair a corn crib.Belmont Technical College Preservation Students at work on a corn crib.
Asking for help
Continue to discuss your career plans with your teachers and guidance counselors. There are school to work experiences and job shadowing activities that they may be able to help you locate.
‍‍‍‍‍‍‍‍‍It's‍‍‍‍‍‍‍‍‍‍It's a good
Ask your parents or grandparents if you can visit some historic sites during family vacations. You may want to contact the site ahead of time to see if the director of maintenance or facilites or any of the tradespeople who work on staff would be willing to talk to you or show your a project in progress behind the scenes. Don't be shy. People love to talk about their work and they love to help young people explore careers.
Ask your parents or grandparents to take you and some friends to events sponsored by preservation organizations such as house tours, garden tours, lectures, and volunteer work days where you might get to do some work on an historic building.

Bibliography {prepare}
If you find sources that are not listed and you think they would help others interested in exploring careers in the preservation and traditional building trades, please email us at histwininc@valley.net
a corn crib.Needs correct caption. check sourse}crib.Belmont Technical College Preservation Students at work on a corn crib.
Objective 3 the field. 45-50 minutes
During high school, studying the following subjects will give you a good background for this field. Contemplate why each subject area might be helpful and write some notes about it. You may decide to speak with your teachers abour your interest and ask their advice and guidance for relating your learning to the topic of historic preservation. They might be able to assign you to do course related work on this topic such as papers or book reviews that support learning the curriculum they are teaching. There is no one single path to work in this field. Using time in high-school to explore many subjects will prepare you for further study whether it is hands-on or in the classroom.
American History
Programs in classical architecture are relevant to this area of study including:
University of Miami, Georgia Tech, Notre Dame, and the University of Denver
Spend 6 minutes writing your strategy for seeking a job or pursuing higher educaiton in this field and submit it for review and comment{insert form}
{Insert Link for course evaluation}
Questions for Course evaluation- 5- 10 minutes
1. What did you like most about the Preservation Trades Career Exploration Course?
2. Has this been a helpful exercise? If so, why? If not, why?
3. Are the preservation trades of interest to you? Why or why not?
4. Please make suggestions to improve this course as a resource for students.
Post Preservation Trades Career Exploration Course Activities
Schedule a monthly google hangout for live questions. Best time of day and day of the week to schedule? Noon? After school? This should be no longer than a school period, say 30-45 minutes to allow for setup and reflection. Invite leaders in the field to participate. Archive the google hangouts so that students can review previous broadcasts. Students can participate as individuals or as an entire class or study group.
Asking for help
Continue to discuss your career plans with your teachers and guidance counselors. There are school to work experiences and job shadowing activities that they may be able to help you locate.
‍‍‍‍‍‍‍‍It's‍‍‍‍‍‍‍‍‍It's a good
Ask your parents or grandparents if you can visit some historic sites during family vacations. You may want to contact the site ahead of time to see if the director of maintenance or facilites or any of the tradespeople who work on staff would be willing to talk to you or show your a project in progress behind the scenes. Don't be shy. People love to talk about their work and they love to help young people explore careers.
Ask your parents or grandparents to take you and some friends to events sponsored by preservation organizations such as house tours, garden tours, lectures, and volunteer work days where you might get to do some work on an historic building.
By all means feel free to email us or send photos of any projects you undertake. Let us know if it is okay to post them on our website, our Flickr account, or Facebook or elsewhere. We want to celebrate your career exploration but respect your privacy as well.
Good Luck with your career exploration! Thank you for taking this course.
05089 www.preservationworks.org {Insert counter}

The Draft of the Course follows:
An Introduction to Preservation and Traditional Building Craft Careers
Anonymous - "It's not good because it's old, it's old because it's good."
Audience: Students in grades 8 through 12 who are exploring careers in the building trades.
Introduction
curiosity in you.you? Do they and enjoyed them.them? Take a few sentences about it.about.
This course is designed to help young people learn about the specific skills that are needed to repair, restore,and preserve historic buildings or to work in traditional ways to build new buildings.
Beginning in the mid-20th century, the construction industry began to use different processes and materials than those used for thousands of years previously. This change brought about significant changes in the ways in which builders were trained. No longer were trades passed on from father to son and the importace of unions and their systems of apprenticeship declined. Hand skills were valued less in favor of speed, cheaper materials and less labor intensity. The work became more about installation of previously fabricated (pre-fab) materials than the craftsmanship of creating custom materials for installation. Nevertheless, preservation trades people are very well paid for their skill; this work is a good way to make a living, but young people are not often introduced to the field because these specialized trades are not generally understood by guidance counselors or a priority for instruction by building trades teachers at the secondary level. The latter condition is because there are so many skills necessary to be taught about basic construction in trade high schools. This course is designed to provide self-study for career exploration for the student who is interested in old buildings already or students who are exploring careers in the trades in general. The impetus for this course is the concern by aging members of the preservation trades building community who are having difficulty finding young people to pursue careers in the building trades, crafts, and arts that support both historic preservation of buildings and traditionally inspired new construction with traditional materials.
Part 1 of the Lesson- 45-50 minutes
Your goal is to answer two questions: What types of skills does it take to repair an old building or build a new buildings that look like and old buildings? Are you interested in learning more about this type of work as a possible career?
thatched roofs. {Insert links to Wikipedia} The use
Video and voice threads with selected building craftspeople
Watch the following video about Wooden window repair to follow a trade process from start to finish. 17 minutes
Watch the following video from Speweik Preservation- 5 minutes
Watch the following video with Michael Smith, Plasterer- {x minutes}
computer. Please email us at histwininc@valley.net withcopy and paste or type your comments.post into the {form} Use the
Is this field of interest to you?
Would you like to know more?
{DSCN1033.JPG} Plaster repair workshop conducted by the Preservation Education Institute at Harpers Ferry National Historical Park in West Virginia
Part 2 Unit 2- 40-45 minutes
HelpIn this unit,the exerices help the learner to a career option
Make recommendationsoption.The following system makesrecommendations for creating for historic preservation- have provision for studentspreservat and encourages the learner to contribute to this when they find a new source
Youadd sources she/he finds.
You have finished learning environment (PLE) to stay traditional building practice.practice.The PLE is based on the concept of a networked student developed by Wendy Drexler.
Contacts
Make a list of local contacts with whom you can discuss a potential career in the field including but not limited to the following:
Here is an example of one blog:
http://blog.preservationnation.org
{insert tb blogs}
HereHere are some for this topic:topic; use them to explore twitter accounts, for example:
#builtheritage
#savingplaces
Information Management
Reading Resources
your own sources {add biblography
Garvin
McAlestersources.
Garvin, James A Building History of Early New England, Hanover, NH: University Press of New England
Condit, American Building
McAlester, Virginia and John
Salvadori, Mario, The Art of Construction- Projects and Principles for Beginning Engineers & Architects
Chicago, Chicago Review Press, 1990
Periodicals
Preservation published by the National Trust for Historic Preservation
Clem Labine’s Period Homes, Active Interest Media
Clem Labine’s Traditional Building, Active Interest Media
Old House Journal, Active Interest Media
There is so much information on the Internet. How do you evaluate the information you review. Here are some tips.
1. Ask adults to help you evaluate the resources. Your teachers, guidance counselors, and family are good sources for help.
Asking for help
Continue to discuss your career plans with your teachers and guidance counselors. There are school to work experiences and job shadowing activities that they may be able to help you locate.
‍‍‍‍‍‍‍It's‍‍‍‍‍‍‍‍It's a good
Ask your parents or grandparents if you can visit some historic sites during family vacations. You may want to contact the site ahead of time to see if the director of maintenance or facilites or any of the tradespeople who work on staff would be willing to talk to you or show your a project in progress behind the scenes. Don't be shy. People love to talk about their work and they love to help young people explore careers.
Ask your parents or grandparents to take you and some friends to events sponsored by preservation organizations such as house tours, garden tours, lectures, and volunteer work days where you might get to do some work on an historic building.

An Introduction to Preservation and Traditional Building Craft Careers
Audience: Students in grades 8 through 12 who are exploring careers in the building trades.
Rationale: ThisIntroduction
Do you like to work with your hands? Do you like to fix things? Have you visited historic buildings and felt at home there? Do they inspire curiosity in you. Do they feel like places where you might like work? Have you worked with people who care for old buildings and enjoyed them. Take a few minutes to write on a blank piece of paper or on a blank document in your computer or tablet about old buildings and what they mean to you. Do you have a favorite old building? Maybe you would like to write a few sentences about it.
This course is
Beginning in the mid-20th century, the construction industry began to use different processes and materials than those used for thousands of years previously. This change brought about significant changes in the ways in which builders were trained. No longer were trades passed on from father to son and the importace of unions and their systems of apprenticeship declined. Hand skills were valued less in favor of speed, cheaper materials and less labor intensity. The work became more about installation of previously fabricated (pre-fab) materials than the craftsmanship of creating custom materials for installation. Nevertheless, preservation trades people are very well paid for their skill; this work is a good way to make a living, but young people are not often introduced to the field because these specialized trades are not generally understood by guidance counselors or a priority for instruction by building trades teachers at the secondary level. The latter condition is because there are so many skills necessary to be taught about basic construction in trade high schools. This course is designed to provide self-study for career exploration for the student who is interested in old buildings already or students who are exploring careers in the trades in general. The impetus for this course is the concern by aging members of the preservation trades building community who are having difficulty finding young people to pursue careers in the building trades, crafts, and arts that support both historic preservation of buildings and traditionally inspired new construction with traditional materials.
{DSCN0741.JPG} Historic Preservation Tradespeople maintain and preserve historic buildings like Aspet, the home of American Sculptor Augustus Saint-Gaudens. This property is managed by the US National Park Service.Photo: Judy L. Hayward
Instructional Goal:
This course will introduce students in grades 8-12 and adults to careers in historic preservation and traditional building craft. After completing this course the learner will be able to determine whether specializing in this area would be of interest to him or her.
to list 5careers5 careers for trades
After completing this course and when career planning, the learner will design a personal learning environment with three on-line resources to aid their further study of this field.
After completing this course and when career planning, the learner will be able to locate at least five colleges, apprenticeships, or other means of entry into this craft work.
Part 1 of the Lesson- 45-50 minutes
answer two question:questions: What types
For thousands of years buildings were only built or designed by materials that came from the earth. For example, buildings were made from earth, stone, natural cement, bricks or tiles made from clay, wrought or cast iron, wood, mortar and plaster from sand mixed with lime or gypsum, glass from sand, paint from earthen pigments mixed with linseed oil or other naturally occurring substances and even grasses for thatched roofs. The use of synthetic or heavily refined materials began during the industrial revolution and began to dominate building by the mid- twentieth century. Today, instruction in building of buildings is taught differently. If you want to repair or maintain historic buildings or build new buildings in traditional ways, you need to be familiar with historic building trades. Part one will introduce you to building trades people and how they make a living from working with with traditional building materials. An important part of historic preservation is maintenance of buildings.Careers in maintenance emphasize general repair knowledge and keeping a building in good condition. If you love to "fix" things, this career can be personally and financially rewarding.
Video and voice threads with selected building craftspeople
You can explore the exteriors of buildings by simply taking a walk in an historic neighborhood. Follow this link to download a free publication about Identifying Architectural Character
http://www.nps.gov/tps/how-to-preserve/briefs/17-architectural-character.htm
their permission.
Write or blog about what you have discovered.
Asking for help
Continue to discuss your career plans with your teachers and guidance counselors. There are school to work experiences and job shadowing activities that they may be able to help you locate.
‍‍‍‍‍‍It's‍‍‍‍‍‍‍It's a good
Ask your parents or grandparents if you can visit some historic sites during family vacations. You may want to contact the site ahead of time to see if the director of maintenance or facilites or any of the tradespeople who work on staff would be willing to talk to you or show your a project in progress behind the scenes. Don't be shy. People love to talk about their work and they love to help young people explore careers.
Ask your parents or grandparents to take you and some friends to events sponsored by preservation organizations such as house tours, garden tours, lectures, and volunteer work days where you might get to do some work on an historic building.

Damon Course Exceptions: The overarching goal is for students to possess a common language around technology applications which assist them in their learning, and to achieve the goal of lifelong curiosity about technology and the skills to learn for themselves how to use and apply new applications to their lives in meaningful ways.
Task Analysis:
of the project: (Initiallyproject. Initially I am thinking presentations software ofpresentation applications: Prezi, Voicethread, Google EPortfolio.
As I progressed with the project I realized that the first part of the common language involved the tools necessary to work with web media and basicproduction and the classroom Communications. Additionally I wanted the communications section to consider Accessibility and the global classroom concept.
I attended Vermontfest and later signed up for the Iveca training, to get the background and take initial steps towards having an interchange with students from another country.
I designed the site to have the communications area on the side of all the pages for easy access.
Prerequisites:
Students will
1: Prezi (the other applications will have similar features)
The Prezi course provides students with an orientation about what a Prezi is through various You-Tubes, some information about Prezi in the News and company background. They will see some examples of award-winning Prezi's and then build their own.
First the students will individually collect the web media components and text for assembly of a Prezi, then in class they will participate with building it on the Smartboard together adding their parts.
As a group we will animate the Prezi.
After this step the students will create a Prezi of their own about a Google Site.)
1:topic of personal interest.
Formative Assessments are class participation and helping one another, Blog entries about their trials and tribulations learning to use the various tools of the course (web media and communications sections), and a pier assessment half-way through the development of their Prezi posted to their classroom Wikispace.
As a Summative Assessment the students will fill out a rubric and then create a Google Survey in which they ask ten questions about their Site and get Usability information from 5 individuals not from their school. They will post in their Blogs about how they will make changes and what they learned.
2: Voicethread
3: Google SiteEPortfolio
Assessment:
Formative Assessments for each Application:
Small and Large Theories:
Strategies:
Student Activities:
Resources:
Google Applications

Which crafts or trades seemed of more or greater interest and why?
Is anyone in your family employed in building construction? Do members of your family enjoy do-it-yourself projects (DIY)? Have you helped on a family repair or remodeling project? What did you like about it? What didn't you like?
us know via email at histwininc@valley.netby posting a comment here {Insert link}
What would you like to ask craftspeople about their work?
Would you like to leave a comment below to share your thoughts publicly? { Insert system for doing this} If you have a blog and want us to read it, please send us the the link.
doing this} Flickr Historic Preservation Images
{DSCN1033.JPG} Plaster repair workshop conducted by the Preservation Education Institute at Harpers Ferry National Historical Park in West Virginia
Part 2 Unit 2- 40-45 minutes
Government
National Park Service Historic Preservation Training Center in Frederick, MD www,nps.gov/training/hptc
www.historicvermont.org is the website for the Vermont Division for Historic Preservation
University or College programs that specialize in historic preservation and have a strong emphasis on building craft
Roger Williams University- Historic Preservation Program- four year and four year plus one year leading to a master's degree www.rwu.edu
Post Preservation Trades Career Exploration Course Activities
Schedule a monthly google hangout for live questions. Best time of day and day of the week to schedule? Noon? After school? This should be no longer than a school period, say 30-45 minutes to allow for setup and reflection. Invite leaders in the field to participate. Archive the google hangouts so that students can review previous broadcasts. Students can participate as individuals or as an entire class or study group.
Exploring Historic Buildings
You can explore the exteriors of buildings by simply taking a walk in an historic neighborhood. Follow this link to download a free publication about Identifying Architectural Character
http://www.nps.gov/tps/how-to-preserve/briefs/17-architectural-character.htm
You can use the guide to explore your own home, a public building such as your town hall or a church or theater. Be sure to introduce yourself to whomever is in charge and ask permission before exploring. It is a good idea to only explore homes of people you know and be sure to secure their permission.
Write or blog about what you have discovered.
Asking for help
Continue to discuss your career plans with your teachers and guidance counselors. There are school to work experiences and job shadowing activities that they may be able to help you locate.
‍‍‍‍‍It's‍‍‍‍‍‍It's a good
Ask your parents or grandparents if you can visit some historic sites during family vacations. You may want to contact the site ahead of time to see if the director of maintenance or facilites or any of the tradespeople who work on staff would be willing to talk to you or show your a project in progress behind the scenes. Don't be shy. People love to talk about their work and they love to help young people explore careers.
Ask your parents or grandparents to take you and some friends to events sponsored by preservation organizations such as house tours, garden tours, lectures, and volunteer work days where you might get to do some work on an historic building.

Looking at your Site...
Hi Judy!
I have had fun looking at your plans for your site.
I like the chunking of the Lessons and thought they seemed fun and able to be accomplished.
I enjoyed the photos and videos very much, they got me excited and wanting to participate!
I liked the idea of having your 'students' send you an email response so that you could get feedback right away. You are not in a classroom so it is complicated to think of the common resources they could share. I thought of the idea of a WikiSpace for those who wanted to have public viewing. Is this possible?
I thought the links for Groups were a lot of work and very helpful.
I got the huge impression that there are many resources and I felt this was a field I would get a lot of support pursuing.
I like the idea of your soliciting additional sources from the participants. I am sure each person will have something to share. I like the use of a bookmarking tool!
And...I really liked all of the detail you presented in your project around the various paths folks could choose to get involved with Historic Preservation. This is a question I would have if I were back in high school and I liked how you reference so many of them.
I wish that we were able to work together building sites, and if you are ever interested in doing that please let me know.
:-) Beth