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ERIC Number: ED458051
Record Type: Non-Journal
Publication Date: 2000-May
Pages: 75
Abstractor: N/A
Reference Count: N/A
Learning in Place: A Special Report to the Rural School and Community Trust.
Rural School and Community Trust, Washington, DC.; Harvard Univ., Cambridge, MA. Graduate School of Education.
The Rural School and Community Trust has made place central to its educational and community-building work. Because the understanding of a place is fundamental to building sustainable communities, Rural Trust schools and communities are committed to providing their children and young people with opportunities to explore, analyze, and contribute to their places. This report explains what learning about place entails and shares practical suggestions and examples of place-based curricula from Rural Trust sites. An introduction sets these efforts in their current and historic social, economic, and political context; outlines common elements that make place-oriented work deep, engaging, and challenging for students; and discusses the design process for a place-based curriculum. Detailed examples are presented: (1) the Selborne Project, in which students focus on many aspects of the square kilometer around their school; (2) cemetery studies in South Dakota and Virginia; (3) interdisciplinary studies, such as a family heritage project in Tennessee, the study of a local stream and its water in Maine, and the Kickapoo River Institute in Wisconsin; (4) studies of the local economy, history, and natural environment in Howard, South Dakota; (5) studies of local renewable energy resources and local artists and artisans in Mendocino, California; (6) development from an oral history project to place-based projects across the curriculum in a south Texas school; and (7) local history projects in Virginia. Some principles are offered for keeping this work going. (SV)
Rural School and Community Trust, Publications Manager, 1825 K Street, NW, Suite 703, Washington, DC 20006 ($10).
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Rural School and Community Trust, Washington, DC.; Harvard Univ., Cambridge, MA. Graduate School of Education.