From your newspaper and the editors of PARADE

®Newspaper’s own logo ormasthead in this space

� Use The Newspaper To Uncover YourTown’s Past

Learn How To:

� Interview Like A Pro

� Preserve OurHeritage For Future Generations

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Contents

3page Uncovering History

One group of high school studentsmade a huge discovery.

What Will You Save?Lots of stars and students arejoining the preservationmovement. Find out why.

Do Something!It’s up to you to keep the past alive.

ResourcesWant to learn more? Here’s whereto look.

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More Spade WorkGet out your notebook and dig!8

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How can the newspaper help to preserve ourheritage? Well, to begin with, the newspaper records our history. Future generations will usetoday’s newspapers to research what life was like in our time. And you can use newspaper archives to find out what really happened in your town atmajor points in history. You can see pictures of

buildings that no longer exist, orlearn how a neighborhood has changedin the past 50 years. Newspaperphotos even can be used to helparchaeologists restore a site to its original condition.Newspapers are a primary resource in researchingthe past. Start reading!

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Contents

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6page Become a Backyard

DetectiveEight ways to get on the case—and learn something new.

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History In Your Own Backyard is a product of PARADE Classroom,® a program of supplemental materials designed to support the Newspaper In Education efforts of PARADE’s

partner newspapers. ©2007, Parade Publications, 711 Third Avenue, New York, N.Y. 10017. All rights reserved. PARADE and PARADE Classroom are registered trademarks owned by

Advance Magazine Publishers Inc., used through its division, Parade Publications. Written by Karen Glenn; designed by Marleen Adlerblum; art direction, Maurice Williams. Photos on

our cover by: Gay Ippolito (Passport in Time), Robert Carlson, www.capecodgravestones.com (gravestone), Marleen Adlerblum (plaque), Bass and Royster, Inc. (Allison-Deaver House

reconstruction), Roy Ritchie for PARADE (bus), Steve Everett (canoes), The Lincoln Museum, Fort Wayne, Ind., #3993 (Lincoln Cottage), Gardner/AP/Wide World (Lincoln)

LINCOLN SLEPT HERE! Abraham Lincoln spent a quarter of his Presidency threemiles north of the Capitol in Washington, D.C., at the Lincoln Cottage (shown duringand after restoration). Lincoln may have drafted the Emancipation Proclamation here.

Houston Chronicle

Uncovering History

Some people think that history is just for historians. But that’s not true. It has everything to do with you

and where you live. History is everywhere. Here’s a truestory to prove it:

In the spring of 2000, a group of environmental sciencestudents from Eastside High School in Gainesville, Fla.,took a field trip with their science teacher, Steve Everett.They started hiking on the shores of Newnan’s Lake, apartially dry lakebed eight miles from the city.

Suddenly, one of the students noticed something a littleunusual—a pattern of holes on the lake bottom that looked almost like the outline of a canoe. With the help of their teacher, the students began digging to find outwhat was there.

It was a canoe all right, a canoe so old that statearchaeologists came out with the class on another day tolook at it. That day was even more amazing. As thearchaeologists looked on, student after student called out,“I found another one!”

Excavation of the canoes, which varied in length from 15to 31 feet, continued all summer. By the end, more than100 of these ancient Seminole canoes had beenuncovered. Radio-carbon dating showed that they rangedin age from 500 to 5,000 years old. This high schoolclass had made the biggest discovery of ancient canoes in North American history. And it was definitely the rightplace for it. The ancient Seminoles had called the lakePithlachocco. Translation? Place where boats are made. In fact, experts believe that there may be 100 morecanoes buried in the lake.

The canoes were fragile so, after cataloguing andphotographing them, archaeologists kept them in the

lake’s mud and sand toprotect them. It would benice to think that it wasthat easy to preserve thecanoes and the lake theyinhabited. But saving ourhistory is often difficult,and what happened nextillustrates that point.

A short while after the discovery, a man with a stateenvironmental permit began “deadhead logging” in thelake. He drove bulldozers over the lakebed to harvest oldcypress and pine trees that had sunk there. This put thecanoes in terrible danger. In fact, one state archaeologistcharges that the man injured several canoes.

When local residents and archaeologists learned about thebulldozers, they got together and spoke out to save thecanoes. In response to the outcry, the governor stoppedthe logging. Today, Newnan’s Lake is on the NationalRegister of Historic Places. As for the students, they aresupporting the governor’s plan to ban deadhead loggingthroughout Florida. It’s a difficult fight, as deadheadlogging is a very lucrative business, with ancient logsbringing as much as $3,000 each. This pits the economicinterests of a particular industry against historic interests.How it will turn out in the long-run remains to be seen.

*Web links: Learn more about the canoes.

Of course, important discoveries like this don’t happenevery day. But that doesn’t mean you can’t make them aswell. Like these students, you don’t have to be a historianto learn how to uncover—and preserve—history right inyour own backyard. To find out more, turn the page.

Uncovering History

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ttDIGGING DEEP: A student excavatesan ancient canoe (left, detail).

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BOAT V. BULLDOZER: Students from Eastside High School carefully unearthone of the Seminole canoes they discovered while on a field trip to Newnan’s Lakein Florida. After the excavation, bulldozers threatened to destroy the artifacts.

What Will You Save?What Will You Save?Mount Vernon, George Washington’s home for 45 years, is

important to U.S. history.You might think that it is soimportant that the United States would have taken good careof it from the very start.

You’d be wrong. In this country’s early days, nobody worriedmuch about keeping history alive. In the years after Washington’sdeath in 1799, Mount Vernon fell into disrepair. Of all the thingsthat Washington had owned, only three were left there.

In 1853, a woman named Ann Pamela Cunningham changed that—and started a movement. She set up the Mount Vernon Ladies’Association of the Union. It raised the money needed to buy andrepair Mount Vernon. If she hadn’t stepped up, the home mightnot exist today.Her group even bought back many of Washington’sbelongings.Thanks to her, if you want to know how our firstPresident lived, you can visit his home in Virginia and see foryourself.

Mount Vernon inspired other people: In 1878 Anna MorrisHolstein began a campaign to save Valley Forge, where GeorgeWashington and his army camped through the hard winter of1777.And in 1888, the Ladies Hermitage Association saved thehome of President Andrew Jackson, near Nashville,Tenn.

*Web links: Learn more about Mount Vernon,Valley Forge andthe Hermitage.

But saving our history isn’t just something that people did acentury ago. It continues today—just as our history continues.Andanybody, including you,can help with these efforts.Whatwould you like to save for your children orgrandchildren to see? Different people havedifferent answers.Some have foughtto preserve Elvis Presley’s teenagehome;others rallied to save thebarn where Seabiscuit, thefamous racehorse lived;and manywere committed to restoring thebus on which Rosa Parks refusedto give up her seat,helping to ignitethe civil rights movement.Somegraduates of Santa Cruz High inCalifornia are even trying to savethe drive-in where they all hungout as teenagers in the 1950s!HGTV’s Restore Americaprogram is saving everything

from one of the first woman-owned maternity hospitals to a row ofhouses once owned by early aerial stunt pilots.

Stars and StudentsDon Henley, of the rock group the Eagles, thought it wasimportant to save Walden Woods in Massachusetts, the placewhere the philosopher and writer Henry David Thoreau went to learn how to live in nature. In 1990, he started the WaldenWoods project to buy and preserve some of the land.Why?Developers were going to build office buildings and condosthere.A lot of celebrities have helped him to keep the landaround Walden Pond safe.They range from singer Gwen Stefani to actress Whoopi Goldberg to Sting.* Web links: Learn more about the Walden Woods project.

Other stars have stood up for places they loved.Actress KeikoAgena, of The Gilmore Girls, spoke out for Hakone Gardens,in Saratoga, Calif., the oldest Japanese-style gardens in thiscountry. CCH Pounder, of the TV show The Shield, stood up for the Philadelphia home of Paul Robeson, a great African-American athlete, actor, singer and activist.*Web links: Learn more about stars and their preservation efforts.

Young people also have been helping to discover—and preserve—our history for a long, long time.Way back in 1830, a 21-year-old

named Oliver Wendell Holmes was upsetthat the U.S.S. Constitution, a frigate that

had served nobly in the War of 1812,was going to be demolished. He wrote“Old Ironsides,”a poem that stirred

up support for preserving the shipand helped to save it.*Web links: Read the poem “OldIronsides.”

Today, young people still aresaving our nation’s heritage.A student from Ottumwa HighSchool in Ottumwa, Iowa,worked to preserve historicHook Cemetery, resetting fallenstones and doing repairs.Students from Corvallis, Mont.,researched an abandoned gold

THE KING AND YOU:As a teen, Elvis Presleylived in the Lauderdale Courts in Memphis,

Tenn.The housing complex was to be demolished in the 1990s, until fans of the singer

rallied to save it.Today, Lauderdale Courts has been fully renovated and restored. Guests

can even sleep in Elvis’ old bedroom!

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GET ON THE BUS: Rosa Parks refused to move to the back of this busin 1955. The bus sat rusting in an Alabama field until The Henry FordMuseum in Dearborn, Mich., restored it. Parks died in late 2005 at theage of 92. Visitors now can tour the bus and learn of her legacy.

Take a look through your newspaper. Can you find signs of an earlier era in today’s paper?

1. Read the local obituaries for several days. Pickout one of the oldest people.

When was he or she born? ________________________

Where? ___________________________________________

2. Write down three interesting facts about thisperson’s life:

a.

b.

c.

3. Name at least three important historical eventsthat he or she must have lived through:

a.

b.

c.

4. If you could have asked this person threequestions, what would they have been?

a.

b.

c.

5. What places, if any, are associated with this person?

a.

b.

c.

6. Can you find any other references to history inthe paper? For example, is an old firehouse beingrefurbished or torn down? Is there a controversyabout building a shopping center on the site of agraveyard? Something else? Keep a log for severaldays. Then write down at least three subjects withhistoric references:

a.

b.

c.

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rush town.They performedarchaeological site surveys and checkedrecords in the Montana HistoricalSociety archives, compiling lists ofbusinesses that had once existed in theghost town. Students in Libby, Mont.,restored an antique logging sled as theyresearched old logging practices. Juniorsat Aurora High School in Aurora, Neb.,interviewed elderly residents at theMemorial Community Care Home andHamilton Manor. One student met aresident who was working in a local bankwhen the famous gangster John Dillingerrobbed it. Others learned what it hadbeen like to live in the Dust Bowl of the1930s. Some students took oral histories, others sketched theirsubjects.*Web links: Learn more about the students’ projects.

Even though so many people are gettinginvolved in preservation, history stillneeds you.The Civil War PreservationTrust reports that battlefields like MorrisIsland—where the African-American54th Massachusetts regiment fought inthe Civil War, the subject of the Oscar-winning film Glory—are being bulldozedat a rate of about one acre every hour.

And we’re talking about more thanpreserving history for future generations.The citizens of Wilton,Conn., restored anhistoric homestead that was in danger ofbeing demolished and turned it into astate-of-the-art teen center.People in other

parts of the country are revitalizing historic districts and bringinglife back to fading towns.Many cities find that emphasizing theirtown’s heritage brings tourists—and good jobs—to the area.

BURGER SHOP GETS A BREAK: One of the earliestMcDonald’s restaurants opened in 1953 in Downey, Calif.Forty years later, this location was saved from demolitionand continues to feed the masses today.

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The First Draft of HistoryHouston Chronicle

Eight Ways To Be ABackyard Detective

Eight Ways To Be ABackyard DetectiveSaving our heritage is a very good thing. But before you can

save it, you first have to know that it’s there! One thing isfor sure: History is all around you.You just have to find it.

The good news is that discovering history is fun.And onceyou’ve uncovered it, you can help make sure that it is not lostforever.You just need to know where to start.

Maybe you’ve heard a rumor about a place in your town:

. . .A famous astronaut was born there.

. . .This was the spot that inspired a great song.

. . .This was a stop on the Underground Railroad.

Well, get going! You don’t need any special equipment.You doneed some time, your eyes, your ears and your feet.

Open Your Eyes1. Just looking at a buildingtells you a lot. First, try tofind a cornerstone. Often,years ago, when animportant new buildingwas built, the builderincluded a cornerstone. Youcan find the cornerstone atthe base of (you guessedit!) one of the corners. Itmay include importantinformation, such as the

year the building was finished, the first owner’s name and itsfirst use.

2. Next, check the building’s style. Like other fads, buildingstyles come and go. Sometimes you can almost tell whetherthe rumors about a place are true just by knowing a little bitabout architecture. Most buildings reflect the era in whichthey were built. For example, most buildings built between theearly 1600s and the American Revolution were in the rustic,simple Colonial style. They used local materials. The highlydecorative Victorian period ran from 1840 to 1910. So if you’relooking at a Victorian house, it’s highly unlikely that GeorgeWashington was born there!

3. Make it an inside job. See ifyou can get permission to lookinside an old building. Manycraftsmen and builders signedand dated corners or eaves. Sometimes you even can getinformation by looking at the light fixtures or wallpaper! *Web links: Find numerous helpful preservation Web sitescollected by PARADE magazine.

Get on Your Feet4.Taking a walk can teach you about your neighborhood. First,besure to read the signs.You might find a street or a building namedafter a famous resident,maybe an athlete or an activist or a warhero.Take a notebook and write down the names you notice.

5. Check out the library. You can find lists of early residents andtheir jobs in old city directories. Use them to look up the namesyou noticed earlier. Old newspapers provide reports onimportant events—wars, natural disasters, crimes—from theearly days. Or you could find references to the people whosenames you wrote down. (And don’t forget to read the ads forideas about what daily life was like.)

6. Keep walking. Visit the courthouse to find records of landtransfers, estates, births, deaths, marriages and more.

7. Go to a graveyard. Tombstones tell a lot.For example, you’ll soon know if lotsof people died during a certain year.That might mean a natural disasteroccurred. If there are many children’sgraves, it may reveal an epidemic orinformation about mortality rates. Ifit’s OK with the cemetery, makerubbings of some gravestones youlike most.

Perk Up Your Ears 8. Talk to an older person. One of the best ways to learn abouthistory is to talk to people who lived through it.They are oftengreat sources of information.You’ll learn more about how toconduct oral interviews in the following pages.(Adapted from the National Trust for Historic Preservation)

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WRITTEN IN STONE: This gymnasium’scornerstone tells you the origin of thebuilding’s name.

A BEAUTIFUL BURIAL: This ornategravestone at the Eastham Cove BuryingGround in Cape Cod, Mass., dates backto 1711.

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LOOK UP! Sometimes you can tell how old abuilding is by the architectural style of the roof.

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History of the FutureYou can look through newspaperarchives to learn about events thattook place many years ago. You alsocan look at today’s newspaper to

identify what future historians may consider important.

1. What stories in today’s newspaper seem mostimportant to you? Pick at least one national story andone local story. Describe them briefly here:

2. Where exactly did the national story take place?

If you were going to preserve a site related to thatstory, what would it be? Why?

Which important people were involved in the story?

If you were going to preserve places or buildingsrelated to one of these people, what would you choose(e.g., birthplace, place where they grew up, etc.)?

Would the places you preserved help people in thefuture understand more about our time? How?

If you created a time capsule about the world today, what five things would you put in it?

3. Where exactly did the local story take place?

If you were going to preserve a site related to thatstory, what would it be? Why?

Which important people were involved in the story?

If you were going to preserve places or buildings relatedto one of these people, what would you choose?

How might the places you preserved help people inthe future understand more about our time?

If you created a time capsule about your town orschool, what five things would you put in it?

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Houston Chronicle

More Spade Work: Get OutYour Notebook and Dig!More Spade Work: Get OutYour Notebook and Dig!Want to learn more about the history of your town? One

great way is to interview people who lived throughsome of its interesting times. You may wonder,“What was itlike to be a woman working in a factory during World War II?And what factories were even here back then?” or “How didpeople survive the flood of 1985? And what buildings weredamaged?”You might even want to know what a famous rapstar was like in high school and exactly where he or she lived.If people can tell you, they probably will!

Newspaper reporters are used tointerviewing people.And nowmore and more high schoolstudents are learning to do it too.In Norfolk,Va., for example,sophomores from Booker T.

Washington High interviewed local World WarII veterans.They learned how these veteransescaped sniper fire, what they experienced inJapanese prison camps and how they shotdown German planes. Later, they put togethera book about the veterans’ experiences.Teencouncil members of the Chicago Historical

Society met with Studs Terkel, author of the oral history book Working, among others, to learninterviewing tips. Later, on the Chicago Teen Council Web site, a student named Claire described her adventuresconducting an oral history of a woman named Karen, who wasa hippie during the 1960s. She also interviewed a blind mannamed Sammy, who talked about the discrimination he facedin high school and his later career as a roller derby racer.*Web links: Learn more about thestudents’ oral history projects.

Getting It DownBefore you can take an oralhistory, you’ll have to do a little research. First,figure out whom you caninterview. If you areinterested in the bigtornado of 1937, for

example, who do you know who lived through it? Did yourneighbor live in town then? Did your great-grandmother? Ifyou don’t know anyone, people at senior centers or retirementhomes may be able to help you.

Before coming up with your questions, you’ll need somebackground. For example, if your library (or the local newspaperitself) has newspaper archives from 1937, go in and read somefirsthand reporting about the tornado. Having a little knowledgeabout the event will help you think of good questions.

To get ready for an interview, write down at least 10 questionsthat you want to ask. Try to think of questions that willencourage someone to talk, questions that don’t have reallyshort answers. For example, don’t ask,“Were you at schoolwhen the tornado hit?” Instead, say,“Tell me about what youwere doing right before the tornado hit.”

Be sure to take a notebook—and possibly a tape recorder—when you go. If you work with another student, one of youcan take notes while the other runs the recorder. Check first to make sure that your pen has ink and the recorder isworking properly.

Author and historianStuds Terkel is knownfor his expert interviewing skills.

LIVING HISTORY: Julie Arvaycreated an exhibit for NationalHistory Day on the Nisei soldiers.Her project examined secondgeneration Japanese-Americans,or Nisei, who were sent tointernment camps during WWIIbut still fought for America.Julie spoke with members of theJapanese-American VeteransAssociation (pictured).

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Interview!Newspaper interviews are a lot like oral histories. They bothinvolve talking to people about their interests and experiences.

To get an idea of what it’s like to be areporter (or an oral historian), try this: Search thenewspaper for a story about someone you findinteresting. Make sure it contains plenty of quotes.Then write down five questions that the reportermust have asked in order to get this information.

1.

2.

3.

4.

5.

Next, think of five questions that you’d like to askthat might not have been addressed directly in theinterview. What are they?

1.

2.

3.

4.

5.

How do you think the person would answer yourquestions? Would he or she feel comfortable withwhat you’re asking—or avoid answering? Write downthe responses you imagine and underline any partsof the newspaper interview that support them.

1.

2.

3.

4.

5.

Oral History Bonus Points:

On a separate piece of paper, write down at least10 questions that you will ask in your oral historyproject.

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Start by telling the person your name, your school, and whyyou are interviewing him or her. If you’re recording, you’llneed to ask permission—and a release form would not be abad idea. Allow time for your subject to answer yourquestions. Don’t rush or argue, even if you suspect yoursubject has his or her facts wrong.

Always be polite and patient. If the person starts to wander,bring him or her back to the subject by asking one of thequestions you have ready. Listen carefully to what is said, as

sometimes that will spark even more questions. For example,if the person says,“I got over the bridge right before it brokein two,” that’s definitely something you’ll want to know moreabout! Try to get lots of descriptive details. At the end of theinterview, be sure to say “thank you.”

After the interview, type up your notes. Read them overcarefully. If anything seems questionable, or the result of aparticular bias, flag it and double-check with other sources.*Web links: Get more tips on taking oral histories.

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Houston Chronicle

Do Something To Keep the Past AliveDo Something ToKeep the Past Alive

You can preserve your—and America’s—heritage in lots of ways.The good news is that

preservation can be really interesting. In New PortRichey,Fla.,a high school senior did a research project to find out ifalumni of his school had died in military service.He found formerstudents who were killed in World War I,World War II,Korea andVietnam and identified and photographed the graveyards in whichthey were buried.In Columbus,Miss., students put on an originalplay called Tales from the Crypt.They researched people buried inthe local graveyard and wrote scripts about their lives.*Web links:Learn more about the students’ projects.

Here’s a fun class project:Adopt a local landmark.Different peoplecan volunteer to do different things.For example,one person mightanswer phones for a few hours a week.Another might write articlesfor the local paper (or the school paper) about the preservationeffort.Someone else might work as a tour guide.Another mighthelp with fundraising,by setting up a bake sale or a car wash.Thewhole class could help to clean up the site.Each person could useand develop his or her own skills, just like in business.

Another good project is to set up a heritage walking tour in aparticular neighborhood.First, the class could research the historyof that area.Then, students could pick out a few interesting historicsites.One might even be your own school.Next, the class coulddivide into teams.Each team would research its own particular sitein detail.Then team members could develop talks about the site.Others might make maps and brochures.Finally, the class couldinvite friends and family members to go on the tour.

Take a minute to think about your own town. What threeplaces or memories would you like to see preserved?

1.

2.

3.

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For each of them, think of three things you could do individually—and three thingsyou could do as part of a class or a group—to help.

INDIVIDUALLY AS PART OF A GROUP

1. a.

b.

c.

2. a.

b.

c.

3. a.

b.

c.

ENDURING WORDS:Local newspaper archivescan be valuable primaryresources for researchinghistoric events (left). Statuesand memorials, such as theVietnam VeteransMemorial in Washington,D.C. (right), also help totell America’s story.

CAN YOU SCOREA SIGN? A unique

street sign marks thecorner in Queens,N.Y., near where

architect Alfred Buttsdeveloped the word

game Scrabble.

1. Newspaper archives can helpyou uncover the past, and today’snewspapers can help you preserveit. Think of at least three ways youcan use the newspaper to help save

your town’s heritage:

a.

b.

c.

2. Sometimes, an important historic site is inimmediate danger, just as the Seminole canoe sitewas endangered by deadhead logging. Perhaps yoursite is going to be torn down to make space for aparking lot or a new hotel, for example. One wayyou can gain support for preserving it is by writing aletter to the editor. Read a few letters to the editorin today’s paper to get an idea of what they are like.Then answer the questions below to get started onwriting a letter about a site that is important to you.

a. What is the site? Where is it?

b. What is its history?

c. Give at least two reasons why you think the siteshould be preserved.

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d. What do you think will happen if the site isdestroyed? Why would that be bad?

e. Are there reasons that some people mightdisagree with your opinion? Write down thosereasons here.

f. Think of ways to counter those arguments. Writethem down here.

g. What can people do to help save the site?

What the News Can Do

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LOVED: More than 250seventh-graders at NorthHampton School in New

Hampshire are helping to save the White Island

Lighthouse (pictured).“The Lighthouse Kids,” asthey are called, helped get

the lighthouse, which iscrumbling into the

Atlantic, on theEndangered Historic

Site List.

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Houston Chronicle

ResourcesArlington National Cemetery (Children’s Press,1996) by R. Conrad Stein

Breaking Ground, Breaking Silence:The Story ofNew York’s African Burial Ground (Henry Holt,1998) by Joyce Hansen and Gary McGowan

Ghost Towns of the West (BBS, 1992) byLambert Florin

Landmarks of African-American History(Oxford, 2005) by James Horton

Landmarks of American Women’s History(Oxford, 2003) by Page Miller

Landmarks of the American Revolution(Oxford, 2003) by Gary Nash

Landmarks of the Civil War (Oxford, 2003) by Nina Silber

Political and Social Movements (AmericanHistoric Places) (Facts on File, 1998) by RaySpangenburg and Diane Moser

Preserving America’s Past (NationalGeographic, 1983)

Saving America’s Treasures (NationalGeographic, 2000) by the National Trust forHistoric Preservation

Stones and Bones of New England:A Guide toUnusual, Historic and Otherwise NotableCemeteries (Globe Pequot, 2004) by Lisa Rogak

The American Indian Experience (AmericanHistoric Places) (Facts on File, 1997) by RaySpangenburg and Diane Moser

The Oral History Manual (AltaMira Press,2003) by Barbara Sommer

To Our Children’s Children: Preserving FamilyHistories for Generations to Come (Doubleday,1993) by Bob Greene

Voices of Freedom: An Oral History of the CivilRights Movement from the 1950s through the1980s (Bantam, 1990) by Henry Hampton

When I Was Just Your Age: RemarkableReflections on Growing Up In Another Era(University of North Texas Press, 1992) byRobert Flynn and Susan Russell

Working (New Press, 1997) by Studs Terkel

Books

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Discover History *For links to all mentioned Web sites, visit www.paradeclassroom.com/history on the Web.

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At www.paradeclassroom.com/history,you can:

Find volunteer opportunities at the NationalTrust for Historic Preservation. You’ll alsodiscover America’s most endangered places—as well as endangered places in your own area!

Track down buildings and sites that have beenimportant in American history at the NationalRegister of Historic Places.

Learn about HGTV and the National Trust’sRestore America program and the grantsavailable for preservation initiatives.

Protect links to the past—from battlefields andbuildings to landscapes and tribal communities—at the Heritage Preservation Services site ofthe National Park Service.

Find links to books and sites that show you howto use cemeteries to uncover history.And stopby the Texas Historical Commission to learnhow to preserve old cemeteries.

Get involved in National History Day, a year-long program that culminates in a nationalcontest each June. You can produce dramaticperformances, exhibits, documentaries orresearch papers based on an annual theme.

Web Site Roundup*

Wrapping Up History

chron.com/cie

Houston Chronicle