COURSE TITLE:
NORTHERN OREGON COAST HISTORY: SELF-GUIDED DRIVING TOUR
NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
WA CLOCK HRS:
OREGON PDUs:
CEUS:
INSTRUCTOR:
DANIEL BUSHNELL, M.A.
JOAN BUSHNELL, B.A.
<Jmom1234@hotmail.com>
360/653-6659
425/238-7006
50
50
5.0**
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.
• To maintain privacy, please do not refer to students in your paper by their actual names, but rather
use an alias or designation such as “Student A.”
North Oregon Coast History
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COURSE TITLE:
NORTHERN OREGON COAST HISTORY: SELF-GUIDED DRIVING TOUR
NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
INSTRUCTOR:
DANIEL BUSHNELL, M.A.
JOAN BUSHNELL, B.A.
360/653-6659
425/238-7006
<Jmom1234@hotmail.com>
WA CLOCK HRS:
OREGON PDUs:
CEUS:
50
50
5.0**
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).
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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:
Course Number:
Date:
Assignment #:
North Oregon Coast History
Instructor Name:
Course Name:
Level: Clock/ PDU/ CEU/ Credit (400 or 500)
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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
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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
c) Another assignment of your own choice, with the instructors’ prior approval.
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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 <Jmom1234@hotmail.com> 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.
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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.
2.
3.
4.
5.
Astoria Column
Columbia River Maritime Museum
Fort Stevens
Peter Iredale shipwreck
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.
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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.
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