Models

The Nebraska Model

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The University of Nebraska-Lincoln holds semester-long History Harvest courses. These courses reach out to a single community. The early part of the class focuses on the community’s historical context, introducing the students to digitization methods and the UNL web-based archive, and publicizing the harvest. This training and advertising culminates in a single public harvest to which members of the community bring their treasured items and discuss them with students who then digitize them for inclusion in UNL’s archive.

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The K-12 Model

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In the K-12 model, social studies students and their teachers collaborate with University professors and community members. This collaboration results in new oral histories and other original content dealing with the history of the target community.  This model is based off of the Omaha Public Schools initiative, Making Invisible Histories Visible.

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The Phased Model

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The phased model is similar to the Nebraska model. Instead of holding a single public harvest, students travel to different locations within a community throughout the semester to collect materials and interviews. Students can visit community centers, retirement homes, places of worship, local clubs, and any other appropriate setting to carry out a phased history harvest.

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The James Madison Model

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The James Madison model executes a History Harvest in a focused, 300-level class. In James Madison’s history of Religion in the United States course, students gathered materials related to religion in the U.S. during their public harvest. This model uses the History Harvest as one tool to elucidate a single topic to students.

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The Central Florida Model

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The University of Central Florida uses a two semester model as part of its public history program. During the fall semester, the  History Harvest seminar focuses on historical context, publicity, and logistics. The spring semester class conducts the history harvest and implements the ideas generated during the fall semester.