Posts Tagged education
Maureen Foelkl is one of this year's Teacher Innovator Award winners. She shared her thoughts about her experience here at The Henry Ford; take a look here to see the rest of this year's winners.
From the moment I spied the entrance gates to The Henry Ford it reminded me of Disneyland as a child. The anticipation of the innovative educators’ experience was coming to fruition. The Henry Ford's Frederick Rubin and Phil Grumm greeted the innovative teacher group with a warm welcome and an introduction to our week.
Our days were thoughtfully planned. We began the experience interacting with modern day creators at Maker Faire Detroit. We were given the privilege of awarding blue ribbons to makers we believe captured the true innovative spirit. There were many creative ideas that it made it virtually impossible to isolate just two blue ribbon winners.
I was personally inspired by a 12-year-old maker that had taken used clothing and converted the rags into costumes that young adults stylishly wore. He started his own YouTube channel to show others how they could create their own woven masterpieces. The maker ribbon was his true inspiration to continue his own innovative creations. As an educator, this is what I value. An avenue to make students feel valued and successful.
The team from The Henry Ford is a phenomenal group of leaders that made the Teacher Innovator award meaningful. Cynthia Jones, Marc Greuther, Catherine Tuczek, Ben Seymour, Ryan Spencer, along with the most pleasant and helpful group of employees contributed to the positive experience at the museum. I now have nine additional educators I feel connected to for future inspirational teaching lessons.
I am creating an E-STEM unit of study for outdoor school. The Henry Ford's website will be invaluable as I begin to generate meaningful lessons. One of my lessons, on John Muir the expert navigator will expose students to the history of direction. Young navigators will learn to use a compass. I will have students take a brief overview from and research the history of the compass. For me, the lesson comes to life because I was fortunate to have a behind the scenes tour of the archives. Standing inches away from this compass allows me to tell a story behind the piece. I will share the knowledge to the next generation of learners in hope that they too will become explorers of their world.
The 2016 Teacher Innovator Award Winners: Far Back: Scott Weiler. From Left to right: Fabian Reid, Catherine Turso, George Hademenos, Jill Badalamenti, Cindy Lewis, Leon Tynes, Tracie Adams, Maureen Foelkl. (Unable to attend: Jessica Klass)
I highly encourage teachers to visit Henry Ford Museum and take time to introduce your students to the world of innovation via their website to inspire the creativity in teaching and learning.
Maureen Foelkl is a Teacher Innovator Award Winner at The Henry Ford and is a teacher at Chapman Hill Elementary in Salem, Oregon.
education, teachers and teaching, by Maureen Foelkl, Teacher Innovator Awards
We are closing in on the end of our multi-year project to digitize photographs related to the buildings in Greenfield Village, and one of the most recent buildings we’ve tackled has been the William Holmes McGuffey Birthplace. In the 1830s, McGuffey created a series of textbooks commonly known as McGuffey’s Readers, intended to teach reading and writing to various grade levels of schoolchildren. Henry Ford used these readers as a child and considered them an important influence in his life, so he moved the Washington County, Pennsylvania birthplace of McGuffey to Greenfield Village in the early 1930s, dedicating it on September 23, 1934, the 134th anniversary of the author’s birth. Among the several dozen images we’ve just digitized is this 1845 portrait of Harriet Spining McGuffey, who became William Holmes McGuffey’s wife in 1827.
Visit our Digital Collections to view all of the newly digitized images, or browse through other McGuffey-related artifacts, including a number of McGuffey Readers.
Ellice Engdahl is Digital Collections & Content Manager at The Henry Ford.
Henry Ford, Pennsylvania, 19th century, 1830s, William Holmes McGuffey Birthplace, Greenfield Village buildings, Greenfield Village, education, digital collections, by Ellice Engdahl, books
Strange sounds will soon float through the air at The Henry Ford. Ghostly, warbling, hypnotic sounds. Reverberations that might be described as pure science fiction—as seeming “out-of-this-world.” These provocative sounds will rise out of an instrument called the theremin, developed in 1920 by Russian and Soviet inventor Léon Theremin. Famously, it is one of the only instruments that is played without physically touching it, and is considered to be the world’s first practical, mass-produced, and portable electronic instrument. These instruments offer a deep range of sonic possibility; learning to play one is a stirring experience.
At Maker Faire Detroit, July 30-31, 2016, Dorit Chrysler will provide several theremin workshops with KidCoolThereminSchool, a workshop program “dedicated to inspire and nurture creative learning and expression through innovative music education, art and science.” On Saturday, youth workshops (ages 4-13) will be held on a first come-first served basis at 11am and 1pm, followed by an adult workshop (ages 14 and above) at 4pm. On Sunday, youth workshops will be held at 1pm, followed by an adult workshop at 4pm. Maker Faire attendees are encouraged to arrive early to guarantee a place in the workshop, as each session is limited to ten participants. Additional guests are welcome to observe the workshop and test a theremin afterwards. Workshops typically run 45mins to 1hour, and will be held in the upper mezzanine area in the Heroes of the Sky exhibit.
Dorit Chrysler is rarity in the realm of musical performance: she is one of the few theremin players in the world who is considered to be a virtuoso of the instrument. She has accompanied an impressive list of bands including The Strokes, and Blonde Redhead, Swans, Cluster, ADULT., Dinosaur Jr., and Mercury Rev. Additionally, as part of her visit to Maker Faire, Dorit will give a performance each day at 3:15pm in The Henry Ford’s Drive-In Theatre, followed by a short Q&A session.
Kristen Gallerneaux, our Curator of Communications and Information Technology, had the opportunity to speak with Dorit Chysler about theremins, her music career, and the importance of collaboration.
Can you explain, using a few key words or phrases—as fanciful as you want them to be—how the theremin sounds?
The granddaughter of the Lev Termen, the theremin's inventor once told me, you have to play the theremin with your soul - to me the sound at its best translates your slightest physical motions into a haunting & delicate soundscape, like weaving winds, tickled butterflies or howls to the moon, and yes, a theremin can sound exquisitely lyrical, but—at its worst, it can also sound like stepping on a cats tail.
How did your introduction to and love of the theremin as an instrument begin? What was your creative background before committing to the theremin?
Having studied musicology in Vienna, I had been an active composer and also played guitar and sang in a rock band - when encountering the theremin at a friend’s house, I was instantly touched by its unusual interface, dynamic potential, the quixotic efforts necessary in controlling its pitch -why had the theremin not been more popular? It clearly deserved more attention.
How can the presence of a theremin influence the structure of a song?
A theremin is surprisingly versatile - it can be applied in solo voicing (just like violin or guitar) or looping monophonic voices atop of each other, which creates a very unique weaving effect or dynamically in swoops and other gestural movements generated through its unique interface of motion translating into sound.
Are there any “quirks” to playing this instrument live?
Playing a theremin live can be a challenge, as circuitry, wind (outdoors) or Hearing Aid ‘Loop’ T-coil Technology in concert halls, just to name a few, can interfere with the instrument. In addition, if you don't hear yourself well onstage, it is impossible to play in tune—so if playing with other instruments, such as an orchestra or a band with drummers, it is a challenge that can only be mastered with your own mixer and an in ear mic. Needless to say, all of this does not contribute in making the theremin a more popular instrument, the technical challenge playing live is real but can be mastered.
While commercial theremins are available via Moog Music, Inc., the theremin you sometimes play in your live shows doesn’t look like a commercial model. Is there a story behind who built it? Any special skills that creator may have had to work hard to learn in order to make the instrument a reality?
I own several different theremin models and sometimes play a Hobbs Theremin, created by Charlie Hobbs. This prototypes has hand-wound coils and a very responsive volume antenna which permits very dynamic playing.
What is the strangest setting in which you have played the theremin?
Many diverse settings seem to offer themselves to a thereminist. Some of my favorite ones have been: playing in front of Nikola Tesla's ashes, resting inside a gold ball sitting on a red velvet pillow at the Tesla Museum in Belgrade, or inside an ancient stone castle ruin, atop a mountain in Sweden, or on a wobbly boat off Venice during sunset and with creaming ducks, at the Carnival in Brazil on a busy street filled with dancing people, and finally, a market place in a small town in Serbia, when an orthodox priest held his cross against the theremin to protect his people from "the work of the devil."
Could you talk a little about the importance of collaboration, and perhaps talk about a project that you are especially fond of where collaboration had a key role?
I strongly believe in collaboration—its challenges and the new and unforeseen places it may take you. My biggest challenge this year has been playing with the San Francisco Symphony orchestra, to be surrounded by a sea of acoustic instruments sounded incredible and was a great sonic inspiration. We all had to trust each other and some of the traditional classical musicians of the ensemble eyed the electric theremin with great suspicion! Also I enjoyed playing with Cluster, stone cold improvising together onstage, or with a loud rock ensemble, filling the main stage at Roskilde festival with Trentemoeller, looking at a sea of thousands of people. This Fall I am committed to projects in collaboration with a project in Detroit with the band ADULT., a French band called Infecticide (they remind me of a political French version of Devo), a children’s theremin orchestra, and a theremin musical production for Broadway. Stylistically a theremin can fit in nowhere or anywhere, which opens many doors of collaboration
Can you tell us a little bit about how KidCoolTheremin school began? What other sorts of venues have you travelled this program to?
KidCoolThereminSchool began very organically, when children and adults were so eager to try the theremin themselves after concerts. I developed a curriculum and started classes at Pioneerworks, a center for art and science in Red Hook, NY. We were supported by Moog Music in Asheville, NC, where I had been teaching students over the course of six months. KidCoolThereminSchool has been going global ever since, we have had sold out classes in Sweden, Switzerland, Detroit's MOCAD, Houston, NYC, Moogfest, Vienna, and Copenhagen. This fall, KidCoolThereminSchool will go to Paris and Berlin as well as free classes in Manhattan as part of the "Dame Electric" festival in NY, Sept. 13-18th.
Why is it important for young people and new adult audiences to have the chance to try a theremin?
Ever since its inception, the theremin as a musical instrument has been underestimated—it merely hasn’t found its true sound as of yet. In this age of technology, a theremin's unique interface of motion to sound, seems contemporary and accessible. Amidst a sea of information, the very physical and innovative approach to different playing techniques can allow each player to find their own voice of expression, learning to listen and experiment, to train motorics and musical skills in a playful and creative way.
What can people expect to learn at the KidCool workshops at Maker Faire?
Due to time restrictions, we will offer introductory classes on the theremin. We will go through the basics of sound generation—and ensemble playing is sometimes all it takes for someone to get inspired in wanting to dive further into the sonic world of the theremin.
Is there anything you are particularly excited to see at the museum?
Yes, the collection apparently holds two RCA theremins. They are currently not on display but we (the NY Theremin Society, which I cofounded) would very much like to help examine and determine what it would take to operate these instruments one day, and to even play them in concert at the museum in the future. For a long time now I wanted to see the permanent collection of The Henry Ford!
Europe, New York, immigrants, Michigan, Dearborn, 21st century, 2010s, women's history, technology, school, musical instruments, music, Maker Faire Detroit, events, education, childhood
A hydrogen-fueled Prototype from Colorado’s Wheat Ridge High School charges up Jefferson Avenue at the 2016 Shell Eco-marathon Americas.
The gas mileage in our cars is nothing to sneeze at these days. The average for all new light-duty vehicles sold in the United States is around 25 miles per gallon. Buy a gas/electric hybrid like the Toyota Prius or the Chevrolet Volt and the equivalent mileage jumps to about 60. Go with the all-electric Tesla Model S and you’re looking at an equivalent of almost 90 miles per gallon. Good numbers, but you’d have to multiply them by ten to be taken seriously at the Shell Eco-marathon Americas.
For the second year in a row, Shell brought its super-mileage competition to Detroit. More than 1,000 students on 124 teams from high schools and colleges throughout the Western Hemisphere gathered in the Motor City April 22-24 to compete toward a simple goal: to tease as much mileage out of a gallon of gasoline (or its equivalent) as possible.
Students from Michigan’s Lapeer County Education and Technology Center are fans of The Love Bug, judging by their Urban Concept vehicle.
If you’re fan of The Henry Ford’s Innovation Nation, then you might recall that the competition was featured in the show. Cars compete in two classes. The Prototypes are stripped-down, highly aerodynamic designs, while the Urban Concept vehicles look a bit more like production cars. Teams may use either internal combustion engines (fueled by gasoline, diesel, natural gas or ethanol) or electric motors (fed by lithium-based batteries or hydrogen fuel cells.) This year’s overall winner was Université Laval of Quebec City with 2,584 miles per gallon. Fellow Canadians from the University of Toronto weren’t far behind with 2,364. California Polytechnic State University rounded out the podium with 1,125. (Complete results are available here.)
How do teams achieve these extraordinary numbers? Streamlined shapes and lightweight materials are big parts of the equation, but the teams also shut off their engines and coast as much as possible along the 0.6-mile course laid out through downtown Detroit. But competing vehicles have to maintain an average speed of at least 15 miles per hour over ten laps, so they can’t rely too heavily on momentum.
Inspection is rigorous. Many teams struggle with the brake test, in which their car’s brakes must hold the vehicle (with driver) perfectly still on a 20-percent grade.
It’s an all-in commitment for the students. Teams began arriving in Detroit on Tuesday, and most of them stayed in tents set up on Cobo Center’s lower level. If they weren’t sleeping or competing on the track, odds are that the students were working on their cars in the paddocks that covered much of Cobo’s main hall. Each vehicle has to pass a rigorous safety and compliance inspection before it’s allowed on the track, so there’s always fine-tuning to be done.
Everybody loves to build a Model T.
In addition to the competition, there were many other attractions for the public to enjoy. The Henry Ford was pleased to have a presence in Cobo Center alongside the Michigan Science Center, the MotorCities National Heritage Area, FCA and other organizations. We brought two of our signature experiences – the “Build a Model T” activity and the operating replica of Henry Ford’s Kitchen Sink Engine – along with the replica of the 1896 Quadricycle and the 102.5 mile-per-gallon Edison2 X Prize car. We also brought several auto-related clips from The Henry Ford’s Innovation Nation to inspire the teams and event visitors alike.
On Saturday, I was privileged to moderate a panel discussion with students and staff from Maxwell High School of Technology in Lawrenceville, Georgia. The group won the grand prize in Quaker State’s 2015 Best in Class Challenge, in which they had six weeks to turn a plain-vanilla 2003 Chevrolet Impala into a head-turning street machine. The competition, with its tight time and money restrictions, gave the students a new appreciation for teamwork – not unlike the cooperation that is so crucial to Eco-marathon teams.
The Shell Eco-marathon Americas will be back in Detroit in 2017. If you missed the event this year, be sure to get to Cobo Center next time to enjoy one of the most exciting and innovative motor vehicle challenges around.
Matt Anderson is Curator of Transportation at The Henry Ford.
events, Michigan, Detroit, environmentalism, education, childhood, by Matt Anderson, cars, alternative fuel vehicles
The education department at The Henry Ford has the pleasure of working with teachers who do an excellent job of planning their field trips. They each bring their schools and classrooms here for a multitude of reasons but they all agree that preparing their students is the key to a successful field trip. The more preparation that students receive increases their comfort and excitement, leading to a more powerful learning experience. This “prep work” includes both the logistics of the visit and linking what they do and see at The Henry Ford to what they are learning in the classroom.
This spring, we are making two major investments to help teachers better prepare their students prior to visiting us: 
The Henry Ford has a newly designed website to help teachers easily find the many options for customizing a field trip to meet specific curriculum and scheduling needs. Each venue has its own page with logistical assistance for your trip and our most popular curriculum-aligned activities to use before, during and/or after your visit. If you don’t find the perfect resource there, additional activities can be found in our Resource Bank.
Each teacher who books a field trip now through June 30, 2016 will receive a season one DVD of The Henry Ford’s Innovation Nation. In this Emmy-award winning TV series, host Mo Rocca meets up with our curators to learn the significance of our most famous artifacts and experiences – and lets viewers in on some hidden gems. Then, co-hosts visit with today’s innovators, linking the past with the present and future. Some of these innovators are even the same age as our field trip visitors!
The clips can tie classroom curriculum to the artifacts and experiences at The Henry Ford. For example, a high school U.S. History class visiting Henry Ford Museum should watch our segment on the Rosa Parks Bus. An elementary class studying inventors should check out the Wright Brothers and Thomas Edison segments before coming to Greenfield Village.
If you are interested in your own copy of The Henry Ford’s Innovation Nation Season 1 DVD, it is available in our gift shops and online. You can also access individual clips of both season 1 and season 2 on The Henry Ford’s YouTube channel.
Check your local listings to see when The Henry Ford’s Innovation Nationis airing on CBS in your area.
We believe that equipping teachers with new features on our revamped website and episodes from the TV show will help to better prepare students for a visit to The Henry Ford so that they can be inspired by the stories of American ingenuity, resourcefulness and innovation. After all…THEY are the ones who will produce future innovations to help shape a better future.
Catherine Tuczek is Curator of School and Public Learning and Phil Grumm is Curator of Digital Learning at The Henry Ford. Want to be the first to know about our latest resources and special offers? Then sign up for our OnLearning newsletter.
TV, The Henry Ford's Innovation Nation, educational resources, education, field trips, by Phil Grumm, by Catherine Tuczek
On April 16-17, 2016, the 4th USA Science & Engineering Festival was held in Washington, DC. This national event is the largest science festival in the country, with over 3000 exhibitors, a speaker program, and hundreds of hands-on activities for attendees to participate in. Free admission helps the festival to draw an annual attendance of over 350,000 visitors, which range from school groups and educators—to curious adults (and at least one tech-obsessed curator). Much like The Henry Ford’s own Maker Faire Detroit, the exhibits buzzed with possibility and discovery for all things technological and experimental. The enthusiasm in the exhibit halls was contagious among young and adult audiences alike, as mixture of independent startups, educational collectives, government organizations, and commercial investors collided under one roof, under one common goal: to engage young audiences by providing formative and positive interactions with the STEM fields—and to suggest the future possibilities of the weight of technology within our everyday lives. Here are a few favorite moments from the festival. 
SketchUp, a computer program for 3D modeling, showed a multi-dimensional range of abilities with projects that fell into the entertainment-based arena (a DIY foosball table or mechanical dinosaur)—to more educational applications such as an interactive, light-up plan of Washington, DC. Thanks to SketchUp’s open source model, with access to a 3D printer, you could theoretically create your own model of the city of Detroit or even of The Henry Ford museum by using ready-made SketchUp plans, available for free online. As SketchUp’s demonstrators noted, once the models are printed and a simple LED-light structure is put into place, these models “can be great for learning about an existing area of the world, re-imagining one, or coming up with your own world altogether.” 
The robotics company, Festo, was onsite to demonstrate examples of their beautiful and uncanny biomimetic designs. A tank full of their AquaJelly devices perfectly mimed the swarming behavior of real-world jellyfish. Similarly, the company has created autonomous “AirPenguins,” butterflies, and bionical ants that “collaborate” through machine-based learning processes. While the visual presence of swimming robotic jellyfish is hypnotic to be sure, the company’s goals go much deeper than pure flash and fodder. Festo’s mission is to improve modern manufacturing by recreating the patterns of collaboration, control, and innovation already found within the wonders and orders of nature. 
The National Security Agency and National Cryptologic Museum were also present. A hands-on display allowed guests to press keys on a working Enigma machine, well-known for its role in WWII-era communication. Machines like this were famously used by the German military to encrypt messages, while the secretive work happening at Bletchley Park in England was working to crack the Enigma’s codes. Activities at the NSA’s booth introduced young audiences to the historical world of cryptology and codebreaking via cipher disks, but also demonstrated how the same concepts could be used in contemporary cybersecurity. The Agency not only showed youth how to create a strong password, but also provided “cybersmart” awareness training in the privacy and use of social media.
Several large pavilions encouraging careers in space science and education formed an undeniably strong presence at the festival. NASA, Lockheed-Martin, and a few others created welcoming zones jam-packed with hands-on activities. At the NASA exhibit, younger audiences could rub shoulders with working NASA scientists, see models of Mars rovers, learn about modern-day space exploration, and a glimpse into the scientific principles behind it all. Lockheed-Martin’s pavilion was taken over with a speculative display of Mars-related technology—although, as the banners posted throughout the experience cleverly reminded visitors: “This Science Isn’t Fiction.” As I stared, admittedly mystified, at the impressively fast and fluid industrial 3D printer in front of me (that seemed a bit like it had jumped straight out of a sci-fi movie about sentient technology), a Lockheed-Martin expert patiently explained the process unfolding before us. While the MRAC (Multi-Robotic Additive Cluster), was set up to print with plastic at the festival, this machine is primarily used to print flight-ready parts for satellites with titanium, aluminum, and Inconel. It can produce rapid-fire prototypes, but also polished parts, cutting the time to, for example, create a satellite fuel tank from 18 months—down to 2 weeks. Lockheed-Martin has worked closely with NASA on every mission flown to Mars, pooling knowledge and manufacturing resources on aspects of orbiters, landers, and rovers. As the expert on hand explained, “we have to collaborate—no one can do everything, all by themselves.”
As part of the Saturday speaker series, NASA astronaut Jeff Williams was livestreamed from the International Space Station onto the festival’s stage. Young audience members were given the opportunity to ask him questions like “What does it smell like in space?” and “What happens to your body when you live in space?” Life in space is something that Williams knows well, having spent 534 cumulative days in space. And as it turns out, Williams, space travel, and the modern media age are old friends—in 2009, he formed part of the first NASA team to hold a live Twitter event in space. 
Giants of calculator history, Texas Instruments, demonstrated a new line of STEM-friendly educational calculators. Their new TI-Innovator System allows students to learn the basics of computer coding (in BASIC language, no less) on their calculators, building skills bit-by-bit in a series of “10 Minutes of Code” lesson plans. Sympathetic to the idea that STEM concepts are best enacted in some kind of physical reality, beyond the calculator’s screen, the company has created the TI-Innovator Hub (the clear box depicted lower center). The Hub, linked up to a calculator, can activate a variety of functions: LED lights, speakers, optical sensors, and ports that allow it to communicate with external breadboards, computers, and other controllers. In this image, the Hub has been programmed to raise and lower a spool of string, meant to mimic the mathematical problem of how low to lower a fishing boat anchor.
Kristen Gallerneaux is Curator of Communication & Information Technology at The Henry Ford.
by Kristen Gallerneaux, space, technology, education, events
Henry Ford collected many highly significant buildings for the historical and educational institution that would become Greenfield Village—Thomas Edison’s Menlo Park Lab, the Wright Brothers’ Cycle Shop, and Luther Burbank’s Garden Office among them. However, some of the buildings destined for the Village had a very personal connection to Henry Ford’s own history. One such building is the Chapman Family Home, where John B. Chapman and his wife Susie lived during the 1870s. Chapman was a teacher first at the Scotch Settlement School and then at Miller School—and at both schools was a favorite of one of his young pupils, Henry Ford. We’ve just digitized a few photographs related to the home and to the teacher, including this portrait of Chapman himself. Visit our digital collections to see more images of the Chapman home and the family and learn about the teacher who inspired Henry Ford.
Ellice Engdahl is Digital Collections & Content Manager at The Henry Ford.
education, teachers and teaching, Scotch Settlement School, school, home life, Henry Ford, Greenfield Village buildings, Greenfield Village, digital collections, by Ellice Engdahl
When I told some of my teacher colleagues that I was planning a field trip to The Henry Ford's Greenfield Village for my world history classes, many reacted with surprise. They asked, “What does Greenfield Village have to do with world history?” At face value, their reaction seems justified. What does the Model T or the Wright Brothers have to do with the development of writing and agriculture? Well, Greenfield Village has the ability to make both ancient and modern history come alive.
With a little creative planning, the buildings and artifacts on display in Greenfield Village were the ideal companion to my current world history unit. I’m teaching about the Neolithic Era of world history, which is from approximately the end of the last Ice Age (10,000 years ago) until about 3,000 BC. The Agricultural Revolution began around 5,000 BC. It is when humanity moved away from hunting and gathering, instead domesticating animals and beginning to plant crops. They also developed tools like the plow and used canals to irrigate crops and fields.
My students do not have a very concrete understanding of agriculture, as they come from an urban/suburban area. They have seen farms on television and in movies. But they have not had the personal experiences that would bring the agricultural revolution to life.
Fortunately Greenfield Village allowed my students to experience in person a farm that employs principles of the agricultural revolution, like using domesticated animals as a source of power. Using Firestone Farm in Greenfield Village, my colleagues and I constructed a “farm-focused” field trip as a component of our world history course.
The people, animals, and artifacts at Firestone Farm made our world history unit come alive. The employees and volunteers were happy to explain how and why farmers have used and interacted with domesticated animals. The students were excited to see the Merino sheep, draft horses, pigs, and chickens in and around the barnyard at Firestone. They gained a greater understanding of the tools and technology created during the agricultural revolution by examining the plows, seed drills, and other pieces of equipment in the Firestone Barn. Reading about a barn, or seeing one on TV doesn’t compare to actually stepping foot in one. Holding the tools, watching the animals, and smelling the barn did far more to impress upon my students the rigors of farming more than any textbook could.
The Henry Ford is, and should be, a favorite destination for American history field trips. But with the help of The Henry Ford, creative teachers can also make textbooks come alive for STEM (science, technology, engineering and math), art, economics, civics, world history, and English language arts.
Matthew Mutschler is a veteran teacher currently teaching middle school in the Warren Consolidated School District. He has been involved with The Henry Ford for a number of years, and is an alumnus of both The Henry Ford Teacher Fellow Program and the National Endowment for the Humanities Landmarks of American History and Culture workshop America’s Industrial Revolution at The Henry Ford.
This #GivingTuesday consider helping us bring more teachers and students on field trips to The Henry Ford by giving a gift of at least $8.
by Matthew Mutschler, agriculture, education, childhood, teachers and teaching, field trips, #GivingTuesday
Our founder, Henry Ford, realized that not everyone learns best by reading books or listening to a lecture, the traditional modes of education he experienced 150 years ago which are still dominant today. One of Henry’s most important learning experiences was fixing pocket watches. He developed an understanding of engineering and science through hands-on, self-directed discovery. He founded The Henry Ford as a school, where children would learn by doing with the real stuff of history and science. He collected artifacts which showed hundreds of years of changes in technology and daily life, and allowed the children to use them.
Today, we still share with children the “real stuff” of history and science. Over 200,000 students are lucky enough to take a field trip to The Henry Ford each year. Although we’ve discovered we can’t allow many of our artifacts to be used to the degree they were in the 1930s, The Henry Ford has made historical artifacts more hands-on than most other history museums. On field trips, students literally go inside science and history when they fathom the overwhelming number of inventions at Edison’s Menlo Park Laboratory or explore (and smell) the Firestone Farm barn. Of course, there is no experience more powerful for our student visitors than taking a seat in the actual Rosa Parks Bus.
You may be wondering, besides Mold-A-Ramas and selfies with cool historic cars - what do students come away with?
Yes, they see examples of the “real stuff” which they learn about in Social Studies, Science and English Language Arts every day. And, they have had fun learning, which is vital to becoming lifelong learners. But the most important thing they get is a profound understanding that real people did these things which they study in school. Real people, just like them, changed the world. And they can, too.
On this #GivingTuesday, we hope you will consider making a gift of at least $8 to The Henry Ford. Your contribution makes these important field trips possible and helps us to inspire the next generation of innovators and change makers. You can make your gift below.
Catherine Tuczek is former Curator of School and Public Learning at The Henry Ford.
Henry Ford, philanthropy, childhood, education, #GivingTuesday, by Catherine Tuczek
Henry Ford established the plantations of Fordlandia and Belterra in Brazil with the hope of mass producing rubber for Ford Motor Company vehicles at a fraction of the cost of American factories. Although deep in the Amazon jungle, Ford was essentially attempting to recreate his successful company town of Dearborn, Michigan for his Brazilian workers. Fordlandia came first in 1930, but was not nearly as prosperous as Ford had hoped. In 1940, Ford opened a second plantation, Belterra. Although both plantations were eventually closed, Belterra found some moderate success before Henry Ford abandoned the project. Belterra set out to solve problems created or brought harshly to light by Fordlandia. In many ways, Belterra more closely aligned with Ford’s vision, epitomizing the ideal small Midwestern town better than Fordlandia ever had. Continue Reading
South America, 20th century, 1940s, 1930s, school, manufacturing, Henry Ford, Fordlandia and Belterra, Ford Motor Company, education, childhood, by Molly Malcolm
