ASSIGNMENT CHECKLIST The assignment checklist will help you plan your work. Check off completed items.

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1 COURSE TITLE: CENTRAL OREGON COAST SETTLEMENT: Mountain Tops to Tide Pools NO. OF CREDITS: 3 QTR CREDITS WORK HRS: 90 INSTRUCTORS: KEITH F. MAY, BS CHRISTINA RAE MAY, RN, M.T.E. 5 NE DESPAIN AVE drighsid@uci.net PENDLETON, OR // ASSIGNMENT CHECKLIST The assignment checklist will help you plan your work. Check off completed items. IMPORTANT ASSIGNMENT INFORMATION: At the completion of the course Xerox the appropriate pages from your workbook & field journal, attach your 500 level assignment (if required), and your Integration Paper; send all of these in one package to the instructors at the address above. A. INFORMATION ACQUISITION: 1. Read the articles in the workbook; and write answers in the back. 2. Create a resource bibliography of materials available to you at your library, ESD and other sites 3. Create a bibliography of web sites, note if they are student friendly, or for your use. 4. Travel to the sites listed in the Driving Tour, and take notes, pictures, etc as directed. 5. Visit the OR Coast Aquarium and the Lincoln County Historical Museum. Record your findings. 6. Write a review of your findings in the workbook. B. LEARNING APPLICATION: 7. Synthesize your studies into a unit of lesson plans conforming to the content standards. 8. Implement the teaching unit OR complete the Summer Option. 500 LEVEL ASSIGNMENT: 9. In addition to the 400 level assignment, complete one of the following: Write 2-3 pages comparing and contrasting sites along analysis of current community trends. Utilize standards regarding population changes. Present your findings in a creative way. Prepare a photo-journal/display, write a 1-2 page paper. Another assignment of your own design, pre-approved by the instructors. C. SELF REFLECTION & INTEGRATION PAPER 10. Evaluate your teaching Unit by responding to a series of focus questions in the workbook 11. Establish a plan for future learning by responding to focus questions in the workbook 12. Write a 2-3 page Integration Paper as described in the syllabus and the workbook NOTES: You may work collaboratively and submit joint assignments on all but the Self-Reflection and Integration papers, which must be individually authored and submitted. Alternatives to written assignments (video, audio tape, photo collage, collection of products, letters to editor, brochure and WEB pages) may be submitted with instructor s prior approval Central OR Coast Settlement 1 Revised 10/31/07

2 COURSE TITLE: CENTRAL OREGON COAST SETTLEMENT Mountain Tops to Tide Pools NO. OF CREDITS: 3 QTR CREDITS WORK HRS: 90 INSTRUCTORS: KEITH F. MAY, BS CHRISTINA RAE MAY, RN, M.T.E. 5 NE DESPAIN AVE drighsid@uci.net PENDLETON, OR // COURSE DESCRIPTION: Scattered along the Central Oregon Coast Range and the beach are some of the most interesting old lumber and fishing towns in the Northwest. Some have new life as historic sites, some are slowly dying, and some are already ghost towns. You ll track the shifting fortunes of the region s lumber and fishing towns by reading and responding to articles in the workbook and follow a driving tour along the paved back roads of the coast range between Dallas, Oregon, and Lincoln City. You ll witness the stewardship of coastal resources by exploring for yourself the Oregon Coast Aquarium at Newport and the history of coastal settlement at the Lincoln County Historical Society Museum. Elementary and Secondary teachers will learn how to implement the Social Studies Content Standards of a) Understand, analyze and evaluate the consequences of population changes resulting from economic, cultural, or environmental factors and b) Understand, represent, and interpret chronological relationships in history. With the wealth of information from investigative travel and directed readings, teachers will have the experiences necessary to transfer the topics presented in this course to their own community and bring a heightened awareness of past practices and life-styles to their students. A combined Workbook/Field Journal and a comprehensive Driving Tour Guide is $20, payable to the instructors. Use the Order Form sent to you by The Heritage Institute after registration. LEARNING OUTCOMES: As a result of taking this course, participants will learn: 1) Identify the timeline of events in the settlement of the region. 2) Describe the impact of past logging and fishing practices on the environment today. 3) Evaluate to factors in the decline of the timber industry and the increase in coastal tourism. 4) Identify the resources most appropriate to your students along the coast for study. 5) Synthesize the information presented and integrate it into a series of lesson plans for your classroom based on content standards for your state and/or district. COURSE REQUIREMENTS: Following are general course requirements weighted for determining the granting of university credit. Antioch University requires 75% or better to issue credit at the 400 level and 85% or better for credit at the 500 level. 1. Completion of Information Acquisition assignment 30% 2. Completion of Learning Application assignments 40% 3. Completion of Self-Reflection and Integration assignments 30% Central OR Coast Settlement 2 Revised 10/31/07

3 : A. INFORMATION ACQUISITION: Before traveling and to expand your knowledge in the subject area: 1. Read the articles in the workbook. These articles, from various sources about the region, will give a general overview of the settlement of the region. You will respond to focus questions about the articles by writing short paragraph answers. 2. Search for pertinent materials available to you in your school library, Education Service District and/or local library. Compile an annotated bibliography to submit to the instructors. (Example provided in workbook.) 3. Complete a web search of available web sites concerning any of the sites or topics involved in this study that may be appropriate for your personal studies and/or for future student use and submit an annotated list to the instructors. (Example provided in workbook.) As you travel to the sites in the Driving Tour: 4. Record what you actually find at each historic site in the Field Journal. The Field Journal will ask you to compare what you read about each site in the above mentioned workbook to what you actually find by writing a paragraph or two about each site Also, the field journal asks for pictures, pamphlets, maps and notes about other pertinent information to confirm actual site visits. 5. Visit the Oregon Coast Aquarium Museum and the Lincoln County Historical Society Museum. Record in the Field Journal your responses to the focus questions. 6. Review in the workbook any materials that you accumulated at the sites or museums visited in a short one-page discussion. B. LEARNING APPLICATION: Your major focus is incorporating learning into the classroom. 7. Utilizing the format provided in the workbook, your completed Field Journal and any serendipitous information gathered on your travels, you will write a series of at least three classroom lessons. The lessons may include student work with the websites found. The lessons will incorporate the areas of history, ecology, social sciences, writing and art and will conform to the stated content standards and/or district adopted goals and grade level expectations in any of these curriculum areas. Guidelines in the workbook will help you fully develop the plans. Clearly state the topic, age level, learner outcomes, procedure, disciplines to be integrated and assessment techniques to be used 8. Implement the unit of lessons with students. Write a summary of the lessons as described in the workbook. SUMMER OPTION: If you do NOT have access to a classroom there are several options provided in the workbook. Central OR Coast Settlement 3 Revised 10/31/07

4 500 LEVEL ASSIGNMENT: 9. In addition to the 400 level assignments, complete ONE of the following: Option A: Write 1-2 pages comparing and contrasting the sites you visited in this course with your community. Analyze current trends in the growth and decline of communities in your region by applying the concepts presented in this course and utilizing any resources you wish. Total length of these papers should be 2-3 pages. OR Option B: Utilize the content standards from your state or district regarding population changes resulting from economic, cultural, or environmental factors; analyze the recent history of your community Present your findings in any creative way you chose for your students or your peers Examples might be a power point presentation for your staff showing how economics have altered the population of your school and affected the numbers, clientele, and social aspects of your student body Or, perhaps your findings could be showcased in a timeline of photos and documentation displayed in your classroom or at an open house. Option C: Prepare a photo-journal/display of the sites visited in this course for use within your teaching setting Included with the photo-journal/display you will Include a 1-2 page paper demonstrating additional information researched. OR Discuss how you will use the project with a statement of: how the display will integrate with current curricula timetable for when it will be used, description of student learning outcomes and how you will assess the effectiveness of the project Size of photo-journal/display to be discussed with and pre-approved by the instructor. OR Option D: Another assignment of your own design with prior approval of the instructor. Central OR Coast Settlement 4 Revised 10/31/07

5 : C. SELF REFLECTION & INTEGRATION PAPER: 10. Evaluate your teaching unit by responding to a series of questions in the workbook. Write a plan for improvement of the teaching unit by making an action plan for future use. 11. Plan for future learning on this topic and other possible applications for the content standards. 12. Write a 2-3 page Integration Paper responding to the following: Compare what you actually learned versus your expectations for taking the course Discuss what you would do differently if you were to take another, similar course Explain what aspects of this course were most helpful and why Describe how and when you will use what you have learned Describe the strengths and weaknesses of your instructors, the materials and instructions provided. REQUIRED FORMAT & HEADING FOR ALL ASSIGNMENTS: Most all of the assignments may be completed in the workbook. Those pages can then be photocopied and sent in to the instructors. All other written assignments are to be 1-sided and typed or word processed, and double-spaced A heading is to appear on page one of all assignments Please use the following format: NAME COURSE NAME DATE COURSE NUMBER INSTRUCTOR NAME INSTRUCTOR EVALUATION OF WORK: Please indicate that you would like to receive written feedback from the instructors when you submit your assignment. For US Mail be sure include a self-addressed, stamped (with correct amount of return postage) envelope for returning hard copies to you with comments. REQUIRED READING: A comprehensive workbook that includes the required reading, field journal, and Driving Tour is available from the instructors for $20. See Order Form provided by The Heritage Institute after registration. MATERIALS FEE: A $20 materials fee for the purchase of the workbook is payable to the instructors after registration. Use the Order Form provided by The Heritage Institute after registration QUALIFICATIONS FOR TEACHING THIS COURSE: Keith May is a veteran first grade teacher with the Pendleton School District. Keith was named "Outstanding College Educator of the Year" in 1995 by the Oregon/California Trails Association for his work teaching educators about Western Migration. He was appointed by the Governor of Oregon to be a board member of the Oregon historic Trails Advisory Council. Keith is the author of 10 books, one being on the history of Ghost Towns. Christina May is both a register nurse and long time educator specializing in the middle school grades. Both Keith and Christina are members of OCTA, Oregon Historical Society, and Umatilla County Historical Society. Educators from all over the country have found the May s classes to be both personally and professional rewarding. Central OR Coast Settlement 5 Revised 10/31/07

6 CENTRAL OREGON COAST SETTLEMENT BIBLIOGRAPHY This is a partial list. The full bibliography is included in the course workbook. Andrews, Ralph W. (1984) This Was Logging Schiffer Atglen, PA Schiffer Addresses both past and current logging practices in the Pacific Northwest. Give a comprehensive view of the rise and fall of the timber industry. Burkhardt, D.C. Jesse (1996) Backwoods Railroads: Branchlines and Shortlines of Western Oregon Pullman, WA Washington State University Press Looks closely at how the railroads played a major influence in the development of the coast range. Specifically discusses the railroad line that is discussed in this course. Crutchfield, James A. (1994) It Happened In Oregon Helena, MT Falcon Press Generic look at the entire state with specific glimpses at some of the sites from this course. Good classroom applications. Short, easy read. Erickson, Kenneth A. (1994) Lumber Ghosts Boulder, CO Pruett Publishing Company Detailed and extensive study of all the lumber ghost towns of Oregon and Washington. Includes maps and data on each town. May, Keith F. (1998) Ghosts of Times Past: A Roadtrip of Eastern Oregon Ghost Towns, 2nd Ed. Pendleton, OR Drigh Sighed Publications Not specific to this region, but information from this book on how to classify ghost towns in Oregon, Ghost Town etiquette and other general information is pertinent. McArthur, Lewis L. (2004) Oregon Geographic Names 7th Edition Portland, OR Oregon Historical Society Press THE most comprehensive look at all site names in the State of Oregon.. Includes a CD that is VERY user friendly for looking up the origins of names for every location in the state. The CD has good classroom applications for older students and the text is great to have in the car at all times How did Toledo, Oregon get its name? Its in the book (and for fun look up Naughty Lady Meadow and Mt. Emily!) Weiss, Norman (1971) Ghost Towns of the Northwest Caldwell, ID Caxton Printers, Ltd. And old standby that is still in print and widely available. The historical information is accurate, but the pictures of the remaining structures in the ghost towns is way out of date...after 35+ years many of the building photographed for the book has since fallen down, burned up, or were eaten by the termites! Central OR Coast Settlement 6 Revised 10/31/07