II. Abstract
Two years ago, the social studies teachers at Carl Stuart Middle School began a yearly living history project for eighth grade Arkansas history students. As part of the living history project, our students do research on Cadron settlers over time and assume those roles during a one-day event on site at Cadron Settlement Part near Conway. All eighth grade students participate in the project. This year, we would like to add a Native American focus.
1. ACSS Goals addressed
This grant specifically addresses the following ACSS goals:
*Improving and supporting social studies curriculum in Arkansas
*Linking with associations related to social studies education (universities)
2. Time period August 18- December 1, 2003
August 18- September 1 Students will do research on the Native American nations represented at Cadron over time.
September 1-30 Students will develop living history characters based on research and write scripts. Students will also work on costumes during this time.
October 1-5 Students will hear presentations from two local Cadron scholars from the University of Central Arkansas
October 13, 2003 Students will present their characters at Cadron Settlement Day on site at Cadron Park near Conway
3. Description of the Project:
The project focus is the history of Cadron Settlement near Conway. Cadron, an early French settlement that began during the Revolutionary Period, has an important place in state history. Cadron was almost the capital of Arkansas because of its central location and position on the Arkansas River. It was also on the Butterfield Overland Mail Route. Many famous Arkansans and people of note from U.S. history came to Cadron.
Cadron has great importance to Native American groups in Arkansas. Because of its location, Cadron was an important trade and meeting place for the Quapaw, Osage, and Caddo Indians. It was also on the water route on the Trail of Tears during Indian removal and located on the Cherokee land in Arkansas. This year, the project planners would like to place a special emphasis on the Native American role at Cadron Settlement over time. We will need the help of scholars and experts of Native American descent to assist us with this project.
Through research and character development, the students will use research skills to gain knowledge of the Native American impact on Cadron Settlement. The development of Native American characters will be drawn heavily from scholarly reference materials which include primary resources.
II. Statement of Need:
A. Funding assistance is requested to obtain participation from two living history actors. The money will be used to pay the fees and transportation expense of these experts in Native American history. Mr. Tom Reedy is president of the Central Arkansas Tribal Association and is well-versed in Cherokee history in Arkansas. Lee Standing Bear, of Hot Springs, a Native American folk-historian, is also well versed in the Native American history of Arkansas.
B. Statement of Project Objective:
Eighth grade Arkansas history students at Carl Stuart Middle School will learn about Native Americans at Cadron Settlement through extensive research and the development and performance of living history character scripts. Two Native American living history actors will assist with the project and be there on site to perform with our students. All three hundred eighth grade Arkansas history students participate in the project. Four teachers of Arkansas history and numerous parent and community volunteers lead the project. The living history event is open to the public and other students.
III. Methodology:
In August of 2003, the students will be informed of the project and a plan for
research will be implemented. Last year the social studies department purchased several resource materials for our Arkansas reference shelf to assist students with research. This will help us meet this objective. We also have ready access to the Internet.
After extensive research, the students will develop their own Native American living history characters and write scripts that will be performed at Cadron Settlement Day. Local living history actors will assist our students by providing strategies for use in the development of these characters.
In order to assist students with content knowledge and research, Dr. Ken Barnes and Dr. Sondra Gordy of the University of Central Arkansas will speak to the students about Cadron history and the Native American role over time.
Tom Reedy and Lee Standing Bear, Native American living history actors, will advise and be on hand to perform with the students at Cadron Settlement Day in October.
ACSS GOALS: With this grant, we will be able to improve and support social
studies curriculum in Arkansas at the local level. We will also establish
a link between our social studies department and the History Department of
the University of Central Arkansas.
IV. Personnel
Sherry Tipps-Holder:
Arkansas history teacher, project director and socialstudies department chairman
responsible for initial planning, implementation, research and script
development.
Kaye McMillian:
Arkansas history teacher, research and script development, costume department,
planning and implementation
Todd Kendrick:
Arkansas history teacher, planning and implementation, transportation and logistics.
Andy Dean:
Arkansas history teacher, planning and implementation, parent and community
volunteers.
Scholars: Dr. Ken Barnes and Dr. Sondra Gordy of UCA
Living history advisors: Mr. Tom Reedy (Central Arkansas Tribal Association)
Lee Standing Bear (Native American Lore expert)
V. Budget
250.00 fee for Tom Reedy (Central Arkansas Tribal Association)
250.00 fee for Lee Standing Bear (Hot Springs Indian Lore)
500.00
In Kind expense: reference materials, costumes, bus travel, food and supplies, stipends for UCA scholars
VI. Evaluation
The students will complete a learning journal on site at Cadron Settlement Day. The students will also complete an evaluation of the event. The students will participate in an authentic assessment when they perform their scripts at the Cadron event. We can provide copies of the journal, survey and a video of the students.
ACSS will be credited in any and all advertising concerning the grant funding.
VII. Professional Credit
No formal professional development credit applies to this grant. However, our Arkansas history team has spent hours doing the research necessary to make this project a success.
VIII. Our team would be happy to develop a lesson plan concerning the development of a living history project. We also would be happy to present and partially credit ACSS when we do a future living history presentation at a state teaching conference. We did a living history presentation at the AGATE Conference in Hot Springs last year. Part of our presentation was obtaining grant funding as seed money for projects.
Subj: A-award
Date: 8/26/2003 7:56:42 AM Central Daylight Time
From: tipps@conway.afsc.k12.ar.us
Reply-to: tipps@conwat.afsc.k12.ar.us
To: Geodora@aol.com
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Sent from the Internet (Details)
III. Describe your methods of teaching Arkansas history
and how you relate
the history of the state to your students.
I want my students to realize the importance of the study of Arkansas
history because Arkansas history is American history! Further, this rich
history is in our own backyard! To prove this point to my students, our
three hundred
eighth graders participate in a planned urban walk of Conway, Arkansas, each
year.
We have four different routes through the downtown area. Students are
instructed to stop at certain locations where checkpoint signs are placed in
windows and on doors of businesses and historical landmarks. At each
stop, the students must find the answer to a question about Conway’s
history as it relates to a period of Arkansas history. The students
are always surprised to find that we can connect all ten chapters of our
Arkansas history book, from Paleo to present, to something in our community. We
chart this information and use it throughout the semester.
My teaching is designed to incorporate primary source documents and
living sources whenever possible. This year, my students participated
in a project called Arkansas in World War II. The students interviewed
Arkansas war veterans and people on the home front. The students were
instructed to use Tom Brokaw’s model from The Greatest Generation to
record a veteran’s experiences beginning with the Depression and ending
with present day life and post-war reflections. The culminating activity
for this study was a war veterans’ military exhibit in the school cafeteria. The
entire community was invited, and the event was a great success. If we
expect students to get excited about the study of Arkansas history, we need
to teach in an exciting way.
