Teacher's Guide for COBBLESTONE ^® National Archives

Archives * Reliefs * Freestanding * Mementos * Census * Similarities * Declassified * Microfilm * Parchment * Humidity * Naturalization * Conservators * Conservation treatment * Panoramic * Renovation * Rotunda * Gouge * Vault * Mural * Spool * Synthetic * Appetizer * Cipher * Encoded * Charters of Freedom * Encasement * Deterioration * Argon * Adhesive * Portholes * Archivists * Disposition * Appropriations * Consular * Hoaxes

"Editor's Note" (by John W. Carlin, Archivist of the United States) page 2 and
"What is the National Archives?" (by Lee Ann Potter) pages 3-6

1. Read the first two paragraphs of Mr. Carlin's "Editors Note" with the class. Ask students to make a short list of their own personal and family mementos. Discuss these lists, asking students to identify items that are unique to their own personal history or family culture. Has each student listed mementos that would help future generations understand their lives and experiences? What else might students include in a memory box or personal archive?
2. Continue reading the "Editor's Note." Discuss ways in which the National Archives are similar - and different - from personal archives. Why is it important for a country to keep mementos and records of its history?
3. If the class were to keep an archive of activities in their class during this school year, what would they include? Brainstorm a list of possible items. Consider appointing a small committee of class archivists as one of the regular classroom jobs, or make this job a regular component of the "student of the week" duties. Provide a box or other small storage space in the classroom for this activity.
4. Use classroom or library Internet access to look at the National Archives' home page and online material (www.archives.gov).

"From Parchment to Printouts: Conservation at the Archives" (by Mary Lynn Ritzenhaler) pages 7-9,
"Saving History" (by Lee Ann Potter) page 9, and
"National Archives Across the Nation" pages 10-11.

• Using the directions in "Saving History" on page 9, perform a class experiment to observe how newspapers and other items deteriorate. If possible, bring old family scrapbooks and letters to show other examples of untreated materials. Ask small groups of students to research and brainstorm ways to repair and maintain these records for future generations.

"Revealing a New Face" (by Kitty Nicholson) pages 16-17, and
"A New Home for the Charters" (by Mary Lynn Ritzenhaler and Kitty Nicholson) pages 26-28.

• Is there a museum or art restoration studio in your community? Ask a member of the conservation team (or an art restoration expert) to visit the classroom (or arrange a field trip) to explain and demonstrate restoration techniques.

"First and Last" (by Ruth Tenzer Feldman) pages 22-23.

• Assign class members to 2-3 person teams. Ask each team to solve the Atbash cipher problem in the article. When each team completes this exercise, ask students to create short cipher puzzles (perhaps using quotes of famous Americans) of their own to trade with other teams. Display these cipher puzzles on a "bumper sticker"-style bulletin board display, giving students one week to solve the puzzles before revealing the answers. Consider rewarding students who solve every puzzle with a "free homework" pass or other classroom privilege.

"Jobs! Jobs! Jobs!" (by Sam Anthony and Lee Ann Potter) pages 29-31, and
"Digging Deeper" pages 46-47.

1. Are there other places where archivists' work would be helpful? Research and discuss this question after reading the article.
2. Ask students to write letters asking employees and volunteers at the National Archives about their work. If possible, arrange an email or live phone interview with an archivist at one of the National Archives' or Presidential Library locations listed in "Digging Deeper."
3. Use library or Internet resources to find out more about the jobs discussed in the article. Copy articles and other material to share findings with the class.

"Life Cycle of Records" (by Lee Ann Potter), pages 32-33.

1. How are students' records maintained by the school? Ask the school's records clerk (or a district office record keeper) to show the class what happens to their records in the school office.
2. Discuss the life cycle of a family's records with the class. Can students help their families preserve and maintain their family archives? How? Brainstorm a list of student suggestions after reading the article.

"The Funny and The Far-Out: Archivists Share Their Stories" pages 37-39.

• Prepare a "mystery archive" by collecting a variety of unusual and funny items from the classroom, home, and other sources. Divide the class into groups of 2-3 students, giving each group one item from the "mystery archive." Each group is to write a short news article or oral report (a la a television journalist's) explaining the "wild and wooly" story of this archived material. Have fun!

"Who Uses the National Archives?" (by Lee Ann Potter and Chris Rudy Smith) pages 40-41.

• Read the article. Ask students to write a short paragraph or journal entry explaining how they could use the National Archives to research a topic of interest to them. These topics might include family history, historical events and leaders from the past, important achievements, or a variety of other ideas. Share these paragraphs aloud in class.

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Updated: 9/2/10 11:13 am
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