Posts Tagged education
Imagine a time when having one television set in your home was a big deal, you saw the programs in black and white, color television was brand new, and you'd never heard of TVs in the classroom.
This was the mid-1950s and The Henry Ford (then called Henry Ford Museum and Greenfield Village) began using the technology of television to reach into the classroom. It was a way to further our educational mission by assisting social studies teachers and sparking students' interest in the past. Continue Reading
Michigan, Dearborn, communication, 20th century, 1950s, TV, The Henry Ford's Innovation Nation, technology, teachers and teaching, popular culture, educational resources, education, by Cynthia Read Miller, #Behind The Scenes @ The Henry Ford
To put it simply – The Henry Ford is the reason I became a history teacher! As an 8-year old boy, I visited Henry Ford Museum and Greenfield Village with my family in the 1970s. I was immediately hooked by the awesome power of the historical artifacts, buildings and stories. Suddenly, history came alive. I saw the past not just as dates and events in a stuffy textbook, but as a link to where we are right now, and where we are going in the future.
When I learned about The Henry Ford’s Teacher Fellow Program, it was a no-brainer for me to apply. I hoped that my years of experience as a public high school history teacher would be enough to convince The Henry Ford to accept me into the program. Fortunately, it was.
Living almost two hours away from Dearborn, Mich., I wound up making close to 10 round-trips during a six-month time period. The funny thing was, I hardly noticed the drive! Often times I spent the drive brainstorming ideas and different plans to help The Henry Ford really connect with teachers in the classroom.
The Henry Ford is a treasure chest full of so many awesome ideas, programs, primary sources, artifacts, and stories that teachers can use each and every day in their classrooms to make history come alive. History is just that – a STORY! The story is ongoing and never ends. When teachers can make real, concrete links to the past that are hands-on, suddenly students begin to grasp the emotions behind the events – people, who are just like them, experienced history with emotions that are real and identical to those we have right now. The materials at The Henry Ford are just that powerful!
One of our projects was raising awareness to teachers on the “outside” who cannot make it to Dearborn with their classes. So, why not bring The Henry Ford to them? We created a series of videos (I have never shied away from an audience!) to help teachers realize all that The Henry Ford has to offer for in-class use. Teachers can now access so many materials and programs online to use in their own classrooms. It truly is awesome.
Another project was the Digital Curator Kit. We wanted to have something hands-on for students of all ages to utilize while both in their classrooms and during a field trip. It places the responsibility squarely on the shoulders of the students and allows them to find artifacts that relate to an area of their choosing. In a way, the students are now making their own personal museum!
The Henry Ford’s Teacher Fellow Program allows a group of teachers, who would not otherwise work together, to collaborate in a way that benefits not only themselves, but other teachers as well. It empowers them to have a lasting effect, together, on the future students and teachers coming to, and using, the resources of The Henry Ford.
The Teacher Fellow Program was an opportunity for professional development unlike any other. Teachers collaborate on-site at America’s Greatest History Destination. We are given the unique ability to be hands-on, behind the scenes, at The Henry Ford. We are given access to every possible resource we could imagine. While that can seem overwhelming at first, once the purpose and direction of the Fellows becomes clear, there is no limit to the impact the group can have on the hundreds of thousands of students and teachers who use The Henry Ford each year.
I have made contacts with teachers from both Ohio and Michigan that I wouldn’t have met. We can now collaborate, as Fellows, on future projects in our classrooms and continue the work we have done as 2013 Teacher Fellows at The Henry Ford.
I am truly looking forward to Graduation Day on Oct. 26. To see the finished product of our hard work – and to show others for the first time our vision – is very exciting.
Over the past several months I have become a member of a large group of professionals with the dedication to bring history to life for everyone of any age. I am so honored to be a part of The Henry Ford’s family. The little 8-year old boy has now turned a passion for history into a life-time dedication of helping others see that the past is a link to the present and future. You could easily say, I have always been a part of The Henry Ford – or better yet, it is a part of ME!
Todd Edmond is a member of The Henry Ford’s 2013 Teacher Fellow Program. He hails from Tiffin, Ohio, and teaches U .S. History and AP U. S. History at Tiffin Columbian High School.
Ohio, Michigan, Dearborn, 21st century, 2010s, teachers and teaching, education, by Todd Edmond, #Behind The Scenes @ The Henry Ford
Back in May, we received a visit to our reading room by a team of engineering students from Penn State, who were touring Greenfield Village. They had been out in the Village helping to install a working replica (but more on that later) of Henry Ford's first experimental engine, the Kitchen Sink Engine. (The original engine, made in 1893, is in our collections storage.) Now they wanted to see what is near and dear to any engineer's heart: the blueprints. We located and pulled the engine's technical drawings, which had been created by Ford Motor Company staff circa 1944 and form part of our Ford Blueprint Drawings collection (just one small part of which is the "Miscellaneous Ford Motor Company Blueprints and Drawings Collection," where these drawings reside.
The engineering students were a rapt audience, and they stayed in the reading room for a while, poring over the drawings, talking to each other about them, and taking pictures. Later, an order was put in for high-resolution scans of the drawings. It turns out that a previous group of students from their course had already created their own replica of the engine, back in 2012 as part of a class project. The Henry Ford has had a replica of the Kitchen Sink Engine on display, but ours is not a working replica. Theirs is -- and that's the really cool thing. We are always pleased when our collections are used in exciting ways that bring the past forward. Icing on the cake for this particular case (maybe the Fates were smiling on us for the 150th anniversary of Henry Ford's birth?), was that with one of the Kitchen Sink Engine drawings, we hit a milestone number for our image scanning: THF100000! (All of the collections images we scan are assigned a unique identification number, in order to make tracking and retrieval possible.) A nice round—and large—number to commemorate an important first in Henry Ford's career! Now we're going to be wondering what THF200000 will be.
See the Penn State Beaver students' working replica of the Kitchen Sink Engine on display at this weekend's Old Car Festival.
archives, Henry Ford, drawings, educational resources, education, engines, engineering
New England Institute of Technology, with three campuses in Rhode Island, has formed its own Quadricycle Club. The purpose of this club is to have Mechanical Engineering Technology (MCT) students, as well as interested students from any of the college’s more than 40 academic programs, work collaboratively towards a goal of reverse engineering, manufacturing, and building Henry Ford’s first automobile, the Quadricycle. Club Advisor Christopher Vasconselas, a faculty member in the MCT program, is thrilled to see the excitement in his students as they bring their very own Quadricycle to life. The club meets anywhere from 2-5 hours per week, and the members hope to have the Quadricycle ready to take its maiden voyage in two years—a labor of love for certain.
The club was formed one year ago and now has 20 members who are familiar with various computer software programs such as SolidWorks mechanical design software as well as Microsoft Word and Excel. They work with equipment such as a manual engine lathe, manual vertical mill, horizontal and vertical band saw, pedestal grinder, and belt sander. There are many activities and skills that these students must perform in the building of the Quadricycle, some of which include interpreting engineering drawings, solid modeling using SolidWorks software, raw material and parts quoting, machining metal, basic carpentry work, electrical wiring, welding, and assembly. In fact, the students are making the majority of the parts from scratch with only 10-15 percent being produced by outside vendors. One student is even doing welding at home. Everyone is so enthusiastic!
The students are honing their electrical, carpentry, machining and assembly skills. So far, they have manufactured the main bearings, front spindle arm, drive pulley, ignition spring holder, drive pulley washers, drive sprocket, connecting rods, rear engine support, timing gear bolt, drive sprocket pins, rudder connector, water jackets, front engine mount, rear axle bearings, front engine bolt and support, and jackshaft.
The New England Tech Quadricycle is the only one of its kind in Rhode Island. After taking it for a few spins around the college parking lot, Chris hopes to showcase the Quadricycle at the college for faculty, staff, students and visitors to enjoy. To follow the club’s progress, email Chris at cvasconselas@neit.edu or call 401-739-5000, ext. 3617. You can view his photo library here.
Under the leadership of President Richard I. Gouse, New England Institute of Technology is a private, non-profit technical college with an enrollment of more than 3,000 students. The college is accredited by the New England Association of Schools and Colleges, Inc.
Follow NEIT on Facebook, Twitter, You Tube, Tumblr, and the NEIT Blog.
By Linda Dionne. Since 2009, Linda A. Dionne has served as Media Relations Specialist at New England Institute of Technology in East Greenwich, RI. In addition to writing articles for various trade publications and blogs, Linda is responsible for preparing and distributing press releases as well as coordinating all media requests and interviews. Linda is also the editor for the college’s quarterly newspaper, Tech News, and a monthly on-line newsletter, Tech Talk. Linda is a graduate of Bryant University (RI) with a Bachelor of Science degree in management and marketing.
Henry Ford, teachers and teaching, manufacturing, making, technology, cars, engineering, by Linda A. Dionne, quadricycle, education
I had the distinct honor of being named one of the top 10 winners of the PBS/The Henry Ford national Teacher Innovators award in 2011. I spent a week that summer attending the Innovation Immersion workshop, at The Henry Ford, which was the actual award.
As a master teacher of 26 years, with substantial experience in curriculum development (at both local and state levels) and educational technology integration, I have reached a point in my career where it can be very easy to coast or repeat what I have done in the past. I am lucky to have been involved in a new and substantial educational technology roll-out at my district, and act as one of the district Technology Integration Specialists. I end up leading a tremendous amount of professional development, and while this helps keep me motivated and “forces” me to be continually learning so I can train in a turnkey manner, sometimes its hard to find professional development that really gets me excited.
Burn out (or sheer laziness) is always a worry for me.
The Teacher Innovator award required me to really take a look at some of the ways I was teaching, and to do some serious reflection focused into a very specific direction. To be able to follow up that experience with a week of deep immersion at The Henry Ford was a truly outstanding and highly motivating professional development experience. The combination of meeting, talking and working with other highly motivated and innovative teachers (from all grade levels and subject areas), with added direction from Paula Gangopadhyay and the team at The Henry Ford, and with the amazing resources available at (and the wonderful setting of) The Henry Ford, was incredibly stimulating (and led directly to my being involved in some very worthwhile online professional learning communities).
It didn't take much reflection during the remaining days of my summer “vacation” to realize that The Henry Ford’s facilities, its resources and the philosophy of Henry Ford himself, embodied so well by The Henry Ford, were a perfect fit to, and a wonderful reinforcement, of many of the philosophies I have believed in for some time - philosophies that are quickly coming to prominence in many progressive areas of education. The ideas of project based learning, cross curriculum and multi-disciplinary approaches to education and the idea of a switch from STEM to STEAM education.
Not only does The Henry Ford embody these ideas, but they have the resources, both educational and physical, to put these ideas into real world practice quite smoothly and effectively. I left with pages of ideas, and have only added to these over the course of the last year and a half, and the network of friends, colleagues and mentors created by a week at The Henry Ford has helped to keep the initial burst of enthusiasm burning.
I am grateful to PBS and The Henry Ford for providing me this unique professional development and innovative leadership experience. I am extremely happy that PBS and The Henry Ford are continuing to encourage teachers each year to think out-of-the-box, use digital tools to reinvent education and provide rich contextual tools to further teaching and learning as part of the award. For anyone searching for real-life, exciting and effective 21st century professional development, Paula, The Henry Ford, Innovation 101 curriculum, the OnInnovation web resource and the Teacher Innovation Award are a combination well-suited to meet that need.
By Keith Rosko, Fine Arts Department Chairperson and Technology Integration Specialists
Chenango Forks School District, Binghamton, NY
innovation learning, Teacher Innovator Awards, by Keith Rosko, teachers and teaching, education
This past weekend marked the 75th anniversary of Lovett Hall. Tucked in between Henry Ford Museum and Greenfield Village sits the stately hall, a well-known icon on The Henry Ford campus.
Lovett Hall is named after Benjamin Lovett, an accomplished dance instructor and friend of Henry Ford. Benjamin grew up loving music and dance, and after teaching himself how to dance began giving lessons with his wife, Charlotte. The Lovetts eventually made their way to Dearborn in 1924 at the urging of Henry.
Henry loved the community dances of his youth. Henry believed everyone should love dancing as much as he did, so he hired Benjamin to call the dances and teach others. If you wanted to associate with both Henry and his wife Clara, you needed to be ready to dance.
When Greenfield Village Schools opened in the late 1920s, dancing was part of the curriculum. It would be a few years before the students had a formal location to dance. As Henry’s educational campus began to expand, plans for a larger education building were made. Lovett Hall, known as the “recreation building” opened its doors in 1937 after a year of construction and featured a lavish ballroom. Monthly dances were a common occurrence at Lovett Hall, with Henry and Clara on the dance floor and Benjamin calling the dance steps.
Lovett Hall wasn’t just for dancing, though. Upon its opening in 1937 it quickly became a home to Greenfield Village high school and Institute of Technology students. The hall’s pool and gym were marveled at by many. The building also provided laboratories, drafting rooms, and even a library to the students. Benjamin eventually became the head of the Department of Social Training and the Art of Dance. The institute closed in 1943 and the high school closed in 1952. Lovett Hall continued to act as an educational building, offering dormitory programs and adult education classes. Often referred to as the education building in years past, Lovett Hall remains the formal name for the structure.
After Edsel Ford died in 1943, Henry lost most of his passion for dancing. Henry’s health began to fail and the importance he had once placed on dancing began to wane. Benjamin died in 1952 at the age of 76.
Today, Lovett Hall serves a variety of purposes at The Henry Ford, with one of them being a venue for private events. The spirit of Benjamin is alive and well during the countless wedding receptions held in the hall as happy guests take to the much rumored “spring-loaded” dance floor and dance the night away.
If you have any memories of Lovett Hall you’d like to share, we’d love to hear them!
Lish Dorset is Social Media Manager at The Henry Ford.
teachers and teaching, childhood, Henry Ford, events, education, #Behind The Scenes @ The Henry Ford, by Lish Dorset
We get questions from young and old alike regarding our national treasures. Everything from such topics as historic figures: Henry Ford, Thomas Edison, and the Wright Brothers, to our historic objects: the Rosa Parks Bus, George Washington’s camping equipment, or the John F. Kennedy Limo, just to name a few. As Research Specialist in the Benson Ford Research Center, it's my job to respond to these requests.
Some of my favorite requests come from elementary students, kindergarten to sixth grade. I personally love working on these inquiries and absolutely love seeing how the information we have is used for so many different projects.
Typically museums can display only a small portion of their collections at a given time, so I am grateful for these amazing questions that lead me to explore objects I have never seen, such as the "Monkey Bar" Diorama (Object ID 15.1.1/THF49084) or Circus Poster, Barnum and Bailey Present "Marvelous Performances of the Troupe of Trained Cats and Pigs," (Object ID 35.784.119/THF81700).
One of our library books is actually among these gems. It’s called Talleyrand Meets the Car Makers. In this circa-1960s book by Ford of Britain, Talleyrand (a very cute toy dog similar to today’s Flat Stanley) goes on tour of a Ford plant to entertain and educate.
#Behind The Scenes @ The Henry Ford, educational resources, education, childhood, research, by Stephanie Lucas
This week, we marked 10 years that R. Buckminster Fuller's Dymaxion House has been on exhibit in Henry Ford Museum!
This prefabricated house was reconstructed mostly from the parts salvaged from the only two Dymaxion Houses ever made - one of which was inhabited by the Graham family of Wichita, Kansas.
Did you know that a family actually lived in a Dymaxion House? It's true - William Graham, an original investor in Fuller Houses Inc., purchased the two prototypes and lived in a hybridized version of it from 1948 until the 1970s.
Fast forward to present day (last week, actually), when we came across this tweet:
It turns out that Robby Simpson, a fifth-grade science teacher at Columbus Academy in Columbus, Ohio, and his school have been bringing students to The Henry Ford for the Great American Museum Experience (G.A.M.E.) program for years, and they always enjoyed the Dymaxion House exhibit. As it turns out, Ted Graham's daughter began attending Columbus Academy recently, and last week he offered to come talk to the fifth graders about his experience growing up in such a remarkable building before they made their trip to Dearborn to see the real thing.
Watch the video to hear some of the great things we learned from the visiting fifth graders, including:
Additional Readings:
- The Dymaxion House: A New Way of Living
- Membership Spotlight: Blake Almstead
- “Tuning” the Dymaxion House
- Dymaxion House at its 1948-1991 Site, near Andover, Kansas
education, Henry Ford Museum, childhood, home life, Dymaxion House, Buckminster Fuller
As a precursor to the school year, we took a visit to the one-room schoolhouses at Greenfield Village. And well, I think the thought of a summer being over was a little overwhelming for certain members of my crew.
We spent some time inside the McGuffey Schoolhouse, erected in 1934 by Henry Ford to honor William Holmes McGuffey. It’s built from logs taken from the Pennsylvania farm at which McGuffey was born in 1800. The McGuffey Eclectic Reader series of texts were commonly used in schoolhouses across the United States. Our nine-year-old Henry eagerly stood at the teacher’s podium and began to lecture his five-year-old sister on the Civil War. I attempted to explain to him that the Civil War hadn’t even occurred at the time the readers were written. Chronology wasn’t going to slow him down.
When we looked inside the Miller and Scotch Settlement schoolhouses--school’s Henry Ford attended in the 1870s--I have to be honest, I yearned for a little bit of their simplicity.
Blank walls.
A clean slate.
No clutter, wires, smart boards, website passwords, Internet policies, consent forms, security doors, and bins of paper waiting to be recycled. Don’t get me wrong, I think technology is great and a welcome result of much of the innovation showcased at The Henry Ford. But I can also say, one of things I like best about Greenfield Village is how a visit transports you to simpler times. And I’m sure that many parents who have been presented with the infamous “school supply list” and navigated through back-to-school shopping mayhem, might just agree with me and find themselves (at least occasionally) hankerin’ for the bare walls those 1800s school houses.
Henry Ford moved the Scotch Settlement Schoolhouse, and the home of his favorite teacher, John Chapman, to Greenfield Village in 1934. When Ford was nine, Chapman left the Scotch Settlement Schoolhouse and went to teach at the Miller Schoolhouse, Henry Ford transferred and remained Chapman’s student until he was 15. (Built at Greenfield Village in 1943, the Miller Schoolhouse is an accurate a replica of the original building.)
The Scotch Settlement and Miller Schoolhouses remind me of the schoolhouse on the 1970s television show “Little House on the Prairie.” I remember visiting the schoolhouses at Greenfield Village as a girl and pretending with my older sister. I was always (appropriately) outspoken, freckly and big-toothed Laura. She was beautiful Mary. I remember hoping my parents would just leave me so I could imagine all the Laura Ingalls Wilder stories I had read and the sentimental NBC/Michael Landon versions I patiently waited for each week. Oh how I yearned for one of those bonnets. (Which, by the way, are for sale in the gift shops!)
Students used to walk several miles to school each day since the one-room schools were in rural communities. (You can tell your parents that there is no evidence that the route was uphill both ways.) If children arrived early, they could play with their friends until their long school day started. Students of all ages shared that one room with girls on one side and boys on the other. They learned arithmetic, spelling, geography, music, history and art, and older children were assigned necessary chores like washing blackboards, preparing firewood and clearing snow.
Children shared books and brought books from home. Books like the McGuffey Eclectic Reader and the Webster’s Blue Back Speller were passed from generation to generation. The main focus in education at the time though was proper moral training and character development.
school, Scotch Settlement School, Greenfield Village buildings, Greenfield Village, education, childhood
