Using Technology for Putting Together the Information
 Expansion of Illustrating Skills Through the Visual Arts

 FIELDWORK: GATHERING INFORMATION

1. Field trips with Elders, parents, teachers, and students set the stage for cultural heritage learning. Early planning sessions should emphasize that Elders are teachers both traditionally and today. With that in mind, classroom teachers need to be prepared to set up situations that emphasize that theme.
   
   
2. Travel to historical sites is the focal point of this project. Seeing old familiar places often encourages Elders to remember events in the past and provides a setting for students to help understand traditional stories and put them into a geographic context.
   
   
3. The process of setting up camp becomes a lesson in camps from days gone by and oftentimes stimulates Elders to talk about past events that have great historical significance. Many Elders have spent much of their lifetimes in wilderness settings and have skills that would be envied by most people in today’s fast paced world.
   
   
4. Camp allows a setting that encourages Elders to evaluate values and skills that they possess and wish to pass on to the next generation. The reality is that children today live in a fast changing world and won’t accept skills and values unless they can see where those fit into the lifestyle that they want for themselves.
   
   
5. Ideally camps should provide a gathering place for the generations. There should be activities for the young, middle age and Elders to interact, share, and learn from each other.
   
   
6. Camp provides an opportunity for young people to learn skills that are still valued in their culture. This would include living in the woods and having the opportunity to display outdoor skills in a public arena.
   
   
7. These camps not only provide opportunities to hear stories and see places, but they provide the cultural context which recreates the historical setting. It is a time when Elders, parents, and students can compare, contrast, and predict how places change with time. They can discuss how changes in technology, transportation, and communication have impacted their lives socially, culturally, and economically.

Cultural Standards

Students
A1, A3, E3, E5, E8

Educators
A1—4, B3, B5, B12, C3, D1, D3

Curriculum
A1, B1, B2, C6, E2

Schools
A1, A2, A3, B2, E2, F3

Communities
A1, A2, A5, B1, B3, C;1, C4, C5, D2, E1, E2, E4, F2, F3, F4