NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
|WA CLOCK HRS:
PENNSYLVANIA ACT 48:
In this diversified driving tour, K-12 teachers will explore at least 30 cultural and historic sites in the Portland Metro Area. Discover cultural museums, historic homes, poignant memorials, and a blend of the area's visual and performing arts. Along the way, participants will develop dozens of ideas for bringing the study of Portland's culture to your students, both in the classroom and on field trips.
The Co-Instructor for this course is Christopher Naze, M.Ed.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
A comprehensive Course Workbook that includes the required reading, Field Journal, and Driving Tour is available from the instructor.
None. All reading is online.
A comprehensive workbook that includes the required reading, field journal, and Driving Tour is available from the instructor. See Order Form provided by The Heritage Institute after registration.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1: BEFORE YOU TRAVEL
Send to instructor: email@example.com. Subject line to read ‘Cultural Sites #1’.
Assignment #2: BEFORE YOU TRAVEL
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Cultural Sites #2’.
Assignment #3: BEFORE YOU TRAVEL
Send to instructor: email@example.com. Subject line to read ‘Cultural Sites #3’.
Assignment #4: AS YOU TRAVEL
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Cultural Sites #4’.
Assignment #5: AS YOU TRAVEL
Send to instructor: email@example.com. Subject line to read ‘Cultural Sites #5’.
Assignment #6: AFTER YOU TRAVEL
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Cultural Sites #6’.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.
Assignment #7: Create and teach lesson
Use this option if you do not have a classroom available.
Assignment #8: Field trip
Send to instructor: email@example.com. Subject line to read ‘Cultural Sites #8’.
Assignment #9: Colleague feedback
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Cultural Sites #9’.
Assignment #10: (500 Level ONLY)
Send to instructor: email@example.com. Subject line to read ‘Cultural Sites #10-A’.
Prepare a photo-journal/display of the sites visited in this course for use within your teaching setting.
Discuss size of photo-journal/display with the instructor for pre-approval before beginning.
Discuss how you will use the project in a statement that contains:
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Cultural Sites #10-B’.
Send to instructor: email@example.com. Subject line to read ‘Cultural Sites #11-C’.
C. INTEGRATION PAPER
Assignment #11: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Send to your instructor at their email address. Subject line to read "(put course name here) Integration Paper"
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Peter Chausse, B.S. is a former elementary school teacher, who has specialized in teaching his students about trees, plants, urban parks and natural areas.
Before beginning his teaching career, Peter earned a degree in Forestry from the University of Maine. His training included coursework in Dendrology (tree identification), Forest Management and wood product usage.
In the early 1980’s, Peter worked for the U.S. Forest Service in the state of Washington, where he focused on tree identification and scientific observations. Since 1994, Peter has taught a course through The Heritage Institute titled, ‘Studying Portland’s Trees’ During the course, participants learn how to recognize several dozen tree species as they explore Portland’s parks and historic neighborhoods on foot. Ideas for the integration of tree study with math, art, science, literature, writing and social studies activities are presented and discussed.
Peter has had a lifelong love of trees, and is eager to help you acquire more tree knowledge. He is also dedicated to helping you bring this information to your students in fun and meaningful ways.
Jake Gordon, M.S. Ed., graduated from Western Oregon University. He became a teacher due to his desire to share the world with his students and give them the skills needed to explore and understand the world around them.
In 2017 Jake took an academic sabbatical to pursue his graduate studies. He moved to Germany and completed a year of graduate studies at the world-renowned American Studies Leipzig Institute at the University Leipzig. With an expanded worldview and knowledge base, Jake returned to Oregon, where he earned an M.S. in Social Studies Education from Western Oregon University in June 2019.
He currently teaches social studies and geography at Adam Stephens Middle School in Salem, Oregon. In addition to teaching, Jake is an elected member of the Center for Geography Education in Oregon.
PORTLAND’S CULTURAL SITES
Bottenberg, Ray and Jeanne, 2008, Images of America – Vanishing Portland. Arcadia Publishing
This book provides historic photos and information relating to the cultural history of the city, exploring former Downtown neighborhoods and ways of life in the 19th Century. It’s a good resource for understanding where we’ve come from, and where we’re going.
Demarco, Gordon. 1990. A Short History of Portland. Lexicos Press. San Francisco, CA.
This concise book is one of the best accounts of Portland’s growth and development in the last 150 years. The culture of the city is explained, from the Native Americans, to Stumptown, through Boomtown development, periods of ethnic diversity and the changes during the last Century, to the present.
Foster, Laura O. 2008. Walk There! 50 Treks in Portland & Vancouver, WA. Metro. Portland, OR.
This brand new volume leads you on explorations of the Portland area, from the newest urban natural areas to classic parks and fascinating neighborhoods. As you walk, specific information brings each area to life, as information is provided relating to the history and culture of each venue.
Hawkins, William J. and William Willingham. Classic Houses of Portland, Oregon 1850-1950.
Provides in-depth information of more than 100 homes in Portland’s Metro area. Craftsman, bungalow, Victorian and Queen Anne home styles. The city’s culture and history can be seen in the development of residential architecture, and information in the book gives insight about the people who once lived there.
Inada, Lawson. 1992. Legends from Camp. Japanese American History
The realities of Internment Camps are revealed in this account about life for Japanese Americans in Portland prior to, and during World War II. This book is a good first step in understanding the hysteria in the United States following Pearl Harbor, and the treatment of Japanese Americans in the following years. The author also provided the text for the Japanese American Memorial Plaza is Portland.
King, Bart. 2006. An Architectural Guidebook to Portland.
Provides excellent historical and cultural information relating to nearly every building in Downtown Portland. The book brings to life little known features revealed about each site, and ornate details are explained. Historic and cultural information about buildings outside the Downtown area is also revealed.
Lansing, Jewel. 2001. Portland: People, Politics & Power. OSU Press, Corvallis, OR
The author has provided an in-depth history of the city, outlining the growth and development of Portland during the term of each mayor. The author explains how political decisions impacted people throughout the city, discussing ethnic diversity, cultural development and changes in transportation and commerce.
Thompkins, Jim. 2005. Images of America – Oregon City History, Arcadia Publishing
The history of Oregon City, the oldest city west of the Mississippi. Although the city is of moderate size today, it was once the capital of the Oregon Territory, an area that encompassed land from present day Oregon to Canada and Montana. Historic photos and cultural changes are well documented in this book.
Wong, Marie Rose. 2004. Sweet Cakes, Long Journey: The Chinatowns of Portland, Oregon. The Scott & Lauri Oki Series.
History of the Chinese in Portland is well documented. Their role in building railroads, and providing invaluable services is outlined. Widespread discrimination and racial separation is also explained.
Wood Wortman, Sharon. 2006. The Portland Bridge Book. Urban Adventure Press, Portland, OR.
This outstanding book provides historic and modern photos of Portland’s Willamette and Columbia River Bridges. Provides the reader with facts about each bridge, historical and anecdotal information provides insight into bridge selection locations, styles of bridges and future concerns. A great resource.