Note: If you are doing this course for Clock Hours, PDUs or CEUs, then #5 is your final assignment.

COURSE TITLE:

NORTHERN OREGON COAST HISTORY: SELF-GUIDED DRIVING TOUR

NO. OF CREDITS:

5 QUARTER CREDITS

WA CLOCK HRS:

50

[semester equivalent = 3.33 credits]

OREGON PDUs:

50

CEUS:

5.0**

INSTRUCTOR:

DANIEL BUSHNELL, M.A.

360/653-6659

JOAN BUSHNELL, B.A.

425/238-7006

<[email protected]>

ASSIGNMENT CHECKLIST

The assignment checklist will help you plan your work. Check off completed assignments.

CLOCK, CEU, PDU Hours, 400LEVEL, or 500 LEVEL ASSIGNMENTS

A.

INFORMATION ACQUISITION

___#1:

Conduct Internet research and complete the questions/activities in the study guide.

___#2:

Visit required sites. Take required pictures. Complete first sections of the study guide.

___#3:

Create six (6) related writing prompts as explained in the study guide.

___

#4:

Read a book from the bibliography. Write a 3-5 page commentary.

___

#5:

Create a mini-unit for a site/town consisting of five lessons. Write 4-5 pages.

Note: If you are doing this course for Clock Hours, PDUs or CEUs, then #5 is your final assignment.

400 & 500 LEVEL ASSIGNMENTS

B.

LEARNING APPLICATION

___

#6:

Implement the mini-unit of lessons. Write a 2-3 page summary including student feedback.

___#7:

Evaluate your teaching unit. Write a 3-4 page plan for improvement.

___

#8:

In 4-5 pages establish a plan for future learning on this topic and other possible applications.

500 LEVEL ASSIGNMENTS

___#9:

In addition to the 400 level assignments complete

one

the following:

a)

Select a research topic related to the region. Use 3 reading resources. Write 4-5 pages.

b)

Work with your students to create a brochure. Write 3-4 pages.

c)

Another assignment of your own choice with the instructors

’

prior approval.

400 & 500 LEVEL ASSIGNMENTS

C.

INTEGRATION PAPER

__#10:

Complete the Integration Paper by responding to the questions listed in the syllabus.

NOTES:

•

To prove the authenticity of your visits it

’

s important that you are in the photographs (if at all possible).

•

You may work collaboratively with other teachers and submit joint assignments on all but the final

Integration Paper, which must be individually authored and submitted.

•

Alternatives to written assignments (video, audio tape, photo collage, a collection of products, letters

to editor, brochures and Web pages) may be submitted as substitute assignments with the

instructor

’

s prior approval.

COURSE TITLE:

NORTHERN OREGON COAST HISTORY: SELF-GUIDED DRIVING TOUR

NO. OF CREDITS:

5 QUARTER CREDITS

WA CLOCK HRS:

50

[semester equivalent = 3.33 credits]

OREGON PDUs:

50

CEUS:

5.0**

INSTRUCTOR:

DANIEL BUSHNELL, M.A.

JOAN BUSHNELL, B.A.

360/653-6659

425/238-7006

<[email protected]>

COURSE DESCRIPTION:

This self-guided distance learning course is designed to give you practical experience in Oregon coast

history. This course,

Exploring Northern Oregon Coast History,

balances exploration and application to

help well-equip K-12 teachers, while at the same time allowing a much needed relaxing fun vacation with

their families and/or friends.

You will set your own pace as you visit predetermined locations throughout the northern region of

the Oregon coast. An extensive study guide will assist you with step-by step instructions while traveling.

Additional course requirements include research papers, activities, and lesson plans for the classroom.

After completing this course, you will come away with a greater understanding of and appreciation

for the great history of Oregon State.

$25 for the purchase of the study guide tour is payable to the instructor after registration using the

Order Form provided by The Heritage Institute with your registration confirmation.

LEARNING OUTCOMES:

Upon completion of this course, participants will have:

1.

Identified the timeline of events in the settlement of this region.

2.

Described the impact of the past on the state and county today.

3.

Increased their historical literacy about the events and people that shaped the development of the

communities in the region.

4.

Identified significant structures or sites that play a role in making the area historically relevant.

5.

Identified the resources most appropriate for their students to study.

6.

Synthesized the information presented, integrated it into a classroom experience, and applied it to

current content standards and requirements in student learning outcomes.

COURSE REQUIREMENTS:

Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute

does not award partial credit.

**HOURS EARNED:

Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns

participants their choice of 50 Washington State Clock Hours, 50 Oregon PDUs or 5 CEUs (Continuing

Education Units, which translates to 50 hours). The Heritage Institute is an approved provider of

Washington State Clock Hours, Oregon PDUs, and CEUs by IACET (International Association of

Continuing Education and Training, an official national and international certifier of CEUs).

UNIVERSITY QUARTER CREDIT INFORMATION



UNIVERSITY QUARTER CREDIT OPTION 400 & 500 LEVEL

Teachers may opt to register for 5 (five) Antioch University Seattle, 400 or 500 level quarter credits,

instead of hours, and will be required to:

1.

Complete all assignments for clock hours/CEUs (

Section A: Information Acquisition

)

2.

Complete the extra reading/viewing, writing and classroom application assignments specified in

the syllabus for the 400 or 500 level credit option (

Section B: Learning Application

)

3.

Complete an Integration Paper by answering 5 questions (

Section C: Integration Paper)



REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT

Antioch University Seattle requires 75% or better for credit at the 400 level (Upper Division) and 85% or

better to issue credit at the 500 level (Post-Baccalaureate). These criteria refer both to the amount of work

submitted as well as the quality of work as determined by each instructor.

Teachers who register for Antioch University Seattle 400 or 500 Level Credit will be required to:

1.

Complete

Section A: Information Acquisition

assignments

30%

2.

Complete

Section B: Learning Application

assignments appropriate for your levels

40%

3.

Complete

Section C: Integration Paper

assignment

30%



CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)

Antioch University Seattle Continuing Education Quarter credit is offered on a Credit/No Credit basis;

neither letter grades nor numeric equivalents will show on a transcript. At the 400 level credit granted is

equal to a “C” or better, and at the 500 level, credit granted is equal to a “B” or better. This information is

stated on the back of the transcript.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT:

•

A comprehensive study guide that includes the required reading, research topics, questions,

locations for your photos, postcards and brochures is available from your instructor for $25.00.

•

You will need to provide your own notebook in which to put materials.

MATERIALS FEE:

•

$25 for the study guide is payable to the instructor after registration using the Order Form

provided by The Heritage Institute with your registration confirmation.

•

Please include return postage if you would like your work returned.

HEADING REQUIRED FOR ALL ASSIGNMENTS:

A heading is required; please use the following format.

Your Name:

Instructor Name:

Course Number:

Course Name:

Date:

Level: Clock/ PDU/ CEU/ Credit (400 or 500)

ASSIGNMENTS for CLOCK HRS/PDUs, CEUs, 400 or 500 LEVEL UNIVERSITY QUARTER CREDIT

A.

INFORMATION ACQUISITION

Before traveling

Assignment #1:

a)

Conduct Internet research, using websites provided, of the following people/events: John Astor

(Astoria), Captain Jonathan Thorn, Duncan McDougal, Whitman Massacre, Wison Hunt, the 1818

Joint Occupancy Treaty of Oregon.

b)

Add a copy of the research information you gathered to the study guide between the check off sheet

and the first page.

While traveling

Assignment #2:

a)

Visit the required sites, answer the questions in the study guide and complete the activities described

within the study guide in detail.

b)

Take the required pictures, collect predetermined postcards and brochures then place them in the

appropriate location within the study guide.

After traveling

Assignment #3:

Create six (6) related writing prompts as explained in the study guide.

Assignment #4:

a)

Choose and read a book (from the bibliography provided in the text, or another, with the instructors

’

prior approval).

b)

Write a 3-5 page commentary on the text. Discuss key topics/issues covered, their applicability to

teaching your grade level, what surprised you, and what made you consider the subject from a new

perspective.

Assignment #5:

a)

Create a mini-unit for a site/town consisting of at least five lessons related to some historical or

geographical aspect of the north Oregon coast. Use your completed study guide, your commentary

from #4, and any other information gathered on your travels to inform your lessons.

b)

The lessons should conform to the stated content standards and/or district adopted goals and grade

level expectations for your curriculum area. Clearly state the topic, age level, learner outcomes,

procedure, disciplines to be integrated and assessment techniques to be used.

c)

Design activities so teachers, parents, or museum curators can use them in teaching children at your

grade level. Possible activities could include designing a North Oregon Coast history bingo or

Jeopardy, a set of flash cards, a scavenger hunt or developing crossword puzzles.

This completes the assignments required for Washington Clock Hours, Oregon PDUs, or CEUs.

Continue to the next section for additional assignments required for University Quarter Credit

ADDITIONAL ASSIGNMENTS REQUIRED for 400 or 500 LEVEL UNIVERSITY QUARTER CREDIT

B.

LEARNING APPLICATION

•

In this section you will have an opportunity to apply your learning to your professional situation. This

course assumes that most participants are classroom teachers who have access to students. If you

are not teaching in a classroom, please contact the instructor for course modifications.

•

If you are a classroom teacher and start or need to complete this course during the summer, please

try to apply your ideas when possible with youth from your neighborhood, at a local public library or

parks department facility (they will often be glad to sponsor community-based learning), or with

students in another teacher

’

s classroom.

•

Please indicate if you are willing to have some of your activities placed on the internet for other

teachers to download and use in their classrooms.

Assignment #6: (Required for 400 and 500 Level)

a)

Implement the mini-unit of lessons with students.

b)

Write a 2-3 page summary of the lessons, including student feedback.

OR

c)

Another assignment of your own choice, with the instructors

’

prior approval.

Assignment #7: (Required for 400 and 500 Level)

a)

Evaluate your teaching unit.

b)

Write a 3-4 page plan for improving the teaching unit, and an action plan for implementing the

improvements.

OR

c)

Another assignment of your own choice, with the instructors

’

prior approval.

Assignment #8: (Required for 400 and 500 Level)

a)

In 4-5 pages establish a plan for future learning on this topic and other possible applications for the

content standards.

OR

b)

Another assignment of your own choice, with the instructors

’

prior approval.

ADDITIONAL ASSIGNMENTS REQUIRED for 400 or 500 LEVEL UNIVERSITY QUARTER CREDIT

500 LEVEL ASSIGNMENT

Assignment #9: (500 Level only)

In addition to the 400 level assignments, complete

one

of the following:

a)

Select a research topic related to some aspect of the North Oregon Coast: a person, an historical

event, a place, a geographical phenomenon, an issue, etc. Use a minimum of three outside reading

resources and write brief evaluations in an annotated bibliography. Present your research in a

traditional paper (4-5 pages), videotape, mock newspaper article, mini-unit, etc.

OR

b)

Work with your students to create a brochure of one town in their region. Use it to assess your

students

’

prior knowledge about their local, bioregional, and/or cultural history. State the topic, and

how and when you will use it. Provide the instructors with a 3-4 page written evaluation and

assessment of your student

’

s work.

OR

400 & 500 LEVEL ASSIGNMENT

C.

INTEGRATION PAPER

Assignment #10: (Required for 400 and 500 Level Credit)

Write a 3-4 page Integration Paper answering these questions:

1.

What did you learn vs. what you expected to learn from this course?

2.

What aspects of the course were most helpful and why?

3.

What further knowledge and skills in this general area do you feel you need?

4.

How, when and where will you use what you have learned?

5.

How and with what other school or community members might you share what you learned?

INSTRUCTOR COMMENTS ON YOUR WORK:

Please indicate by email <[email protected]> to the instructors if you would like to receive

comments on your assignments.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Daniel W. Bushnell, M.Ed.,

acquired his Master

’

s degree through Seattle Pacific University, which

includes a principal

’

s certificate, Teaching certificate, CTE directors certificate, and his CTE teacher

’

s

certificate. In June of 1979 Dan started his teaching career in the town of Brooklyn, Washington. Two

years later he moved to Joyce, Washington, where he taught in the Crescent School District and Joan

taught at a preschool co-op. In the summer of 1983 Dan accepted a job in the Lake Stevens School

District and will be celebrating his 31st year in education in 2010. In 1991 he became an Associate

Principal, and at the same time was putting the finishing touches on a middle school/high school

Washington State history curriculum.

Joan H. Bushnell, B.A.,

works as an elementary/secondary teacher and has a special education

teaching endorsement.

In 1996 Dan and Joan started team teaching elementary Washington State history. Dan then became an

adjunct professor at Seattle Pacific University after creating four

Exploring Washington

’

s History

courses

for teachers. Dan and Joan have enjoyed traveling to all the sites you

’

ll be visiting and work as a team

raising their children, traveling the state, and writing this course, our first for The Heritage Institute. We

are now planning trips with our grandchildren.

NORTHERN OREGON COAST HISTORY

REQUIRED SITES TO VISIT

Please call each site before visiting to get information, directions and times they are open.

A.

Astoria

1.

Astoria Column

2.

Columbia River Maritime Museum

3.

Fort Stevens

4.

Peter Iredale shipwreck

5.

Fort Clatsop

B.

Seaside to Hug Point

1.

End of the Trail Historical Monument

2.

Lewis and Clark

’

s Salt Cairn Historical Monument.

3.

Ecola Historical Monument

4.

Cannon Beach Historical Marker at Hug Point

C.

Hug Point to Tillamook

1.

Tillamook Rock Historical Marker

2.

Captain Robert Gray Historical Marker

3.

Garibaldi Museum

4.

Tillamook Cheese Factory

5.

Tillamook Air Museum

6.

Cape Meares Lighthouse.

NORTH OREGON COAST HISTORY: SELF-GUIDED TOUR

BIBLIOGRAPHY & SUGGESTED READING

Roadside History of Oregon,

1991; Bill Gulick; Mountain Press Publishing Company.

Although this book covers the entire state of Oregon, it would make a good companion to the study guide.

There are around 100 pages dedicated to the Oregon coast of which 74 make up the information covered

in this course. It includes all the information you will acquire from your internet research and a lot more.

This book would be very helpful in all aspects of discovering Oregon State

’

s abundant history.

Terrible Tilly: An Oregon Documentary: The Biography of a Light House

(Tillamook Rock Lighthouse: the

Biography of a Lighthouse: An Oregon Documentary) by Bert Webber, Margie Webber.

This book goes into more details of the Tillamook Rock Lighthouse then is necessary, but once you get

though the first half it become captivating…it

’

s a book that I couldn

’

t put down. It tells a story about how

the lighthouse tenders survived an orifice storm and how one man made a radio from spare parts and

kitchen items. I believe someday this will be a movie based on real life events.

Hiking Oregon

’

s History:

2004, William Sullivan: Navillus Press.

This guidebook tells the stories behind 56 of the state

’

s most scenic historic sites. Stories are recounted

in a fresh style that

’

s fun for armchair travelers and hikers alike. Information is given on how far the hike

is, easy, hard or medium and how high of an elevation, how to get there and tips.

Oregon Coast and Coast Range

, 2004, William Sullivan: Navillus Press.

This guide has everything you need to plan a trip to Oregon

’

s spectacular coast. It has tips on

discovering lighthouses, beaches, harbors, aquariums, picnic spots, and campgrounds.

Pacific Coast

, 1987, Rick Steber, Bonanza Publishing.

These tales come out of Steber

’

s interviews and research. He has also traveled the areas he writes

about, thus adding a personal view and understanding of the people and landscape of the West.