Action

, 7, 22

African-Americans

, 172–173, 178, 184

Allies

, 213–218

Artifact Day

, 106

Artifacts

, 187–188

analysis

, 102–107

Attention

, 57

Authentic instruction

, 204

Authentic pedagogy

, 138

Authenticity

, 30

Avatar

, 64, 81

Barker, Bill

, 8

Bates, Daisy

, 154

historic character presentation

, 160–162

Beliefs

, 49

Betsy Costner historic character presentation

, 161–163

Big picture

, 30

Building character

childhood memories

, 171–173

identifying character

, 173–177

personal side of character portrayal

, 182–185

portraying historical figures

, 178–181

process

, 181–182

C3 Framework

, 3, 5

Captions

, 61

Captive audiences

, 138

Caricature

, 61

Caucasian-American

, 173, 184

Character

, 20–21, 139, 142

composite

, 173

interpreter

, 52

portrayal

, 103, 182–185

Character interpretation (see also Historical character portrayal)

, 11–16

action

, 22

clarifying process

, 16

in classroom

, 51

crafting story

, 22–24

decisions in

, 46–48

effective set-up and wrap-up

, 18

good character interpretation

, 19–20

humanizes difficult and controversial issues and events

, 15–16

kids taking on characters

, 18–25

limitations

, 16–18

making story real

, 24–25

problem

, 22

resolution

, 22

setting

, 21–22

setting up performance

, 24

story structure

, 20

Characterization

, 57–60

Childhood memories

, 171–173

Citizenship

, 83–84

Civil War

, 174, 178

Civil War Contraband

, 174–176

Classroom (see also History in classroom)

challenge for educators

, 204

Declaration of Independence

, 208

editing

, 210

model for

, 139–151

parental support

, 210

project process

, 210

and public history

, 137–139

slide show presentation

, 205

Smithsonian Institute

, 206

students

, 203–204

websites using

, 209

Colonial ghost stories

, 109

Colonial historical interpretation

, 93

Colonial Williamsburg Foundation (CWF)

, 135

Columbus Trial

, 113

Composite character

, 173

Comprehensiveness

, 40

Confederate flag

, 57

Connections making

curriculum

, 226–228

Exhibit Analysis Guide

, 223

Grade 6 Roman Exhibit Project

, 215

growing our team

, 213–226

Lennox’s Kindergarten Exhibit

, 228

museum-integrated learning

, 212–213

professional learning

, 212

reflection

, 232–234

sharing our work

, 228–232

working with administrators

, 232

Content

, 7, 139, 141–142

Contextualist

, 18

Costume

, 122–123

Costumed interpretation

, 101–102

Crafting story

, 22–24

Creativity

, 39–40

Cross-curricular connections

, 72–76

Cultural storytelling

, 84–85

Debriefing

, 60–61

Devil’s Arithmetic, The

, 227

Digital

immigrants

, 4

media

, 5–6

native

, 4, 205

storytelling

, 138

Disciplined inquiry

, 139

Discovery

, 32

Distortion

, 61

Documentary research

, 189

Dramatis personae

, 173

Economics

, 76–77

Editing

, 210

Effective living history presentations

student short ghost stories and short stories

, 109–111

teacher/professionally modeled options

, 107–109

Elementary and Secondary Education Act (1965)

, 1

Engagement

, 64–66

foundations for creating

, 66–71

student

, 5–9, 132

Environmentalism

, 61

Exaggeration

, 61

Experiential learning

, 64, 82, 136–137

Exploration

, 32, 35

Feldman Approach

, 220–221

First-person

character interpretation

, 49

characterization

, 45–46

interpretation

, 15, 101–102, 182

Formalist Theatre, A

, 182

“Four Freedoms” document

, 59

Good character interpretation

, 19–20

Grading

, 123–129

Historical “stuff”

, 190

Historical accuracy

, 54–55

Historical character

interpretation

, 45, 101–102

interpreters

, 148

Historical character portrayal (see also Character interpretation)

American civil rights

, 156

artifact analysis

, 103–107

building capacity for student performances

, 103

creating environment

, 102–103

effective living history presentations

, 107–111

event

, 155

grading vs. learning

, 123–129

historical person in history

, 154

historical thinking in practice

, 107

impact

, 106–107

introductory story

, 105

living history

, 101–102

presentation

, 158–169

presenting for peers

, 158

professional performance

, 111

prompt for students

, 106

Sheila Arnold as Zora Neale Hurston

, 157

student products

, 111–123

Historical interpretation

, 6, 83–84

finding in voice

, 135–137

material culture studies in

, 198–200

Historical portrayals

, 163

interpretation

, 143

Historical presentism

, 58

Historical research

, 181

Historical thinking in practice

, 107

strategies reference form

, 108

History in classroom (see also Classroom)

, 100, 154

anticipate controversy

, 48–50

characterization

, 57–60

debriefing

, 60–61

decisions in character interpretation

, 46–48

first-person characterization

, 45–46

interpreting historical figures

, 43–45

Jamison, Mae C.

, 55

lesson extension

, 61–62

Roosevelt, Theodore

, 50

setting stage

, 54–57

Humor

, 61

Individual’s attitude

, 49

Individualized Education Programs

, 111–113

Innovation

, 32, 37–38

Innovative teaching method

connections to economics and personal financial literacy

, 76–77

creating cross-curricular connections

, 72–76

engagement

, 64–66

foundations for creating engagement

, 66–71

Moffat

, 64, 66

parents jump on board

, 78–80

sharing vision

, 80–82

state order

, 68

zipping up backpack beyond classroom

, 82

Inquiry

, 5–9

inquiry-based learning

, 103

model

, 3–4

Intellectual quality

, 138

Intent

, 7

Interdisciplinary connections

, 194

Interpretation

, 132

Jamestown

, 179–180

Jamison, Mae C.

, 55

Jefferson, Thomas

, 4

K-12 education

, 1

Knowledge

, 174

symbolic

, 139

visual

, 139

Language

, 57

Large group student opportunities

, 113–117

Leaders

, 134

Learning

, 31–32, 123–129, 222–226

Lesson extension

, 61–62

Library of Congress (LOC)

, 205–206

Living history (see Historical character—interpretation)

Material culture studies

, 188, 190–198

“biography” of artifact

, 191–192

and documentary research

, 189

in historical interpretation

, 198–200

meaning of object

, 192–198

“thingness”

, 191

Media literacy

, 2

Media performance tips

, 92–93

Mood

, 167–169

Motivating students

, 83–85

colonial day lesson/historical interpretation choices

, 86

elements and characteristics of native American folktales and creation stories

, 89

getting started in classroom

, 87–92

historical character interpretation story map

, 90

involving others

, 93–97

media performance tips

, 92–93

“wishes and stars” worksheet

, 88

Movement

, 166–167

Multiple perspectives

, 49

Museums

to enhancing performance pedagogy

, 219–220

museum-integrated learning

, 212–213

strategies in classroom

, 221–222

Narrative approach

, 29–30

Narrative story

, 29, 34

National Aeronautics and Space Administration (NASA)

, 55, 69

National Archives (NARA)

, 206–209

National Assessment of Education Progress (NAEP)

, 5

National Association for Interpretation (NAI)

, 137

Native American folktales

, 85

No Child Left Behind Act (NCLB Act)

, 1

Noncaptive audience

, 137–138

Object-based learning

, 212–218

#ObserveMe

, 218–219

Oklahoma

academic standards

, 84–85

social studies standards in

, 92

Oregon Trail

, 116

Parental support

, 210

Partner/pairing opportunities

, 117–122

Pedagogical studies

, 132

Pedagogy

, 139, 141

Performance pedagogy

, 7, 132, 140, 219–220

chart

, 144

Personal approach

, 30

Personal financial literacy

, 76–77

Perspective

, 49

multiple

, 49, 118

Point of view

, 49

Political cartoon

, 61

Postpresentation contextualist

, 18

Practice

, 91

PreK-Adult historic site interpretation

, 132

Presentation

, 36, 160–169

Betsy Costner historic character presentation

, 161

Daisy Bates historic character presentation

, 160

idea for reaching audience

, 163–165

mood

, 167–169

movement

, 166–167

Presentism

, 50

Primary sources

, 55, 204–205

Problem in character interpretation

, 22

Professional performance

, 111

Professionalism

, 39–40

Project-based learning

, 37–38

Protection papers

, 177

Public history

, 137–139

Resolution

, 22

Revolutionary Women

, 15, 20

Roosevelt, Theodore

, 50

Science, technology, and math education (see Science, Technology, Engineering, and Mathematics (STEM))

Science, Technology, Engineering, and Mathematics (STEM)

, 16, 44–45

Secondary sources

, 55

Setting in character interpretation

, 21–22

Social studies

, 44, 100

“Soul of Sharecropper”

, 174

Stereotypes

, 61

Story

mapping

, 87–88

power of

, 27–28

structure

, 20

type

, 28–29

Story value

learning

, 31–32

narrative approach

, 29–30

personal approach

, 30

project-based learning

, 37–38

six facets of understanding

, 36–37

story and lesson

, 30–31, 34–35, 38–41

storytelling

, 35–36

teaching

, 33

understanding through teaching

, 34

Storytelling

, 6, 19–20, 29, 58–59, 83–84, 132–133

Student

engagement

, 5–9, 132

short ghost stories and short stories

, 109–111

student performances, building capacity for

, 103

student-produced costumed interpretations

, 100

Student products

, 111–123

flying solo

, 122–123

large group student opportunities

, 113–117

partner/pairing opportunities

, 117–122

Swastika (symbol)

, 57

Symbolic knowledge

, 139

Symbolism

, 61

Teacher-produced costumed interpretations

, 100

Teacher/professionally modeled options

, 107–109

Teaching

, 33

understanding through

, 34

Teaching American History grant program (TAH grant program)

, 2, 80–81

Teaching inquiry-based learning

, 103

Teaching model

bridging between classrooms and public history

, 137–139

historical interpretation finding in voice

, 135–137

model for classroom

, 139–151

value stories

, 132–134

Technology

, 56

for learning

, 9

“Thingness”

, 191

Third-person interpreter

, 12, 16

Third-person-costumed interpreter

, 46

Thoughts, Observations, and Questions historical thinking strategy (TOQ historical thinking strategy)

, 104

1800s Project Assignments

, 123–124, 128

Traditional media

, 5–6

Traditional storytelling

, 138

Transformational stories

, 134

Transportation model of narrative

, 133

Tucker, Darci

, 13, 25

Twitter

, 231–232

Understanding

, 3

six facets of

, 36–37

on student engagement and inquiry

, 5–9

through teaching

, 34

US Environmental Protection Agency (EPA)

, 61

Value stories

, 132–134

Vast Fund of General Information (VFOGI)

, 28, 37

Visitor-centered model

, 135

Visual knowledge

, 139

Voice

, 159

historical interpretation finding in

, 135–137

Weldon, Bill

, 145

interview with Bill Weldon, Veteran interpretive planner and performer

, 143–145

portraying historical character as matter of fact

, 145–151

Young readers engagement

, 64–66

connections to economics and personal financial literacy

, 76–77

creating cross-curricular connections

, 72–76

foundations for creating engagement

, 66–71

Moffat

, 64, 66

parents jump on board

, 78–80

sharing vision

, 80–82

state order

, 68

zipping up backpack beyond classroom

, 82