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Greening the past : environmental education programming at historic sites

Author: Claire E Grothe
Publisher: [Place of publication not identified] : [publisher not identified], 2010.
Dissertation: A thesis submitted to the Faculty of the State University of New York College at Oneonta at its Cooperstown Graduate Program in partial fulfillment of the requirements for the degree of Master of Arts, 2010.
Edition/Format:   Thesis/dissertation : Thesis/dissertation : Manuscript   Archival Material : English
Database:WorldCat
Summary:
This thesis examines how and why historic sites are taking advantage of the green movement through educational programming and outreach. I argue that this approach is mutually beneficial to both historical and environmental topics. Historic sites, often seen as dry and far-removed, are infused with a new relevance in their communities, while scientific data is given a human context and dimension.
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Genre/Form: Case studies
Material Type: Thesis/dissertation, Manuscript
Document Type: Book, Archival Material
All Authors / Contributors: Claire E Grothe
OCLC Number: 681630486
Credits: Advisor: Michael Flinton.
Description: vi, 64 leaves : color illustrations ; 29 cm
Other Titles: Environmental education programming at historic sites
Responsibility: Claire E. Grothe.

Abstract:

This thesis examines how and why historic sites are taking advantage of the green movement through educational programming and outreach. I argue that this approach is mutually beneficial to both historical and environmental topics. Historic sites, often seen as dry and far-removed, are infused with a new relevance in their communities, while scientific data is given a human context and dimension.

My research is divided into three chapters, each detailing a specific type of environmental education -- historic foodways, renewable energy, and land conservation and stewardship. Two case studies from museums or sites undertaking the particular type of outreach are the basis of each chapter. After relating the experiences of each site, I will highlight in each chapter a necessary element of successful historical-environmental education programs: that is, those qualities or features necessary to create and execute relevant and effective environmental programming.

I utilized a number of both secondary and primary sources in my research, the latter comprising personal interviews and educational material from the profiled sites. After examining the experiences -- both good and bad -- of the participant sites and their respective programs, I conclude that environmental programming is a viable plan of action for historic sites. The implementation of these programs, however, will be most effective when accompanied by a passionate and well-versed staff, a clearly articulated perspective, and clear idea of the desired audience.

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