International Workshop on

UNESCO World Heritage

Education Program

Benjamin Franklin Hall

Philadelphia, Pennsylvania, USA

January 28-30, 2005

Workshop Report

Top: Workshop participants stand in front of Benjamin Franklin Hall.

Bottom Left: Independence Hall. (Photo courtesy of NPS).

Bottom right: Participants study a World Heritage site map.

“Over the past centuries, much of our heritage has been irretrievably lost. We

have witnessed, and continue to witness, the destruction and deterioration of irre-

placeable treasures due to natural disasters, wars, extreme poverty, industrializa-

tion, and pollution. Other underlying causes of this prolonged and continuing

tragedy are ignorance, indifference, lack of care and lack of appreciation.

By adopting the World Heritage Convention (1972), the international community

committed itself to prevent the disappearance of our precious and unrenewable

cultural and natural heritage. Since its adoption, over 700 sites in over 120 coun-

tries around the world have been inscribed upon the World Heritage List to

which, every year, more sites are added. Each site is of universal value and consti-

tutes an intrinsic part of our universal civilization. Each site endangered or

destroyed would be an irreplaceable loss for all humanity.

The future of our remaining heritage will depend largely on the decisions and

actions of the present generation of young people who will soon become the leaders

and decision-makers of tomorrow.

Hence… UNESCO’s World Heritage Centre launched in 1994 the UNESCO

Young People’s World Heritage Education Project ‘World Heritage in Young

Hands’ through the Associated Schools Project Network (ASPnet).”

Koïchiro MatsuuraDirector-General of UNESCO

Preface to the World Heritage in Young Hands resource kit

The opinions expressed in this report are not necessarily those of InterConnections 21 or UNESCO and do not commit either organ-ization. The designation employed and the presentation of material throughout this publication do not imply the expression of anyopinion whatsoever on the part of InterConnections 21 or UNESCO concerning the legal status of any country, territory, city or areaor of its authorities, or concerning the delimitation of its frontiers or boundaries.

Table of Contents

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

I. Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

II. Workshop Purpose, Objectives and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

III. Summary of Workshop Proceedings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Day One

Opening session

Opening remarks by Susan Rauch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Welcome to Benjamin Franklin Hall by Mary Maples Dunn . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Introductions, Expectations and Workshop Overview by Susan Fountain . . . . . . . . . . . . . . . .6

Introduction to UNESCO’s World Heritage Program by Vesna Vujicic-Lugassy . . . . . . . . . . . . . . . . . .7

US Participation in World Heritage and the Role of the National Park Service

by Stephen Morris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

A Case Study: Visit to Independence National Historical Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Introduction to the World Heritage in Young Hands Program and Educational Resource Kit

by Vesna Vujicic-Lugassy and Eman Qaraeen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Day Two

Reports by Working Groups on Independence Hall Visits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Preservation Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Independence Hall and Cultural Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

The Underground Railroad and the Slave Trade in Philadelphia . . . . . . . . . . . . . . . . . . . . . . .15

Education and Independence Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

The Impact of Tourism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

National and State Curriculum Standards and World Heritage Education

by William Fernekes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Getting to Know the World Heritage in Young Hands Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Marketplace: Materials and Resources Exchange . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

International Experience in using World Heritage in Young Hands Materials . . . . . . . . . . . . . . . . . . . . . .20

Arab States: Eman Qaraeen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Sweden: Kristen Lundman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Mexico: Monica Guadarrama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

World Heritage Education and the PACT Initiative

by Raymond E. Wanner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Day Three

Next Steps and Action Plans for Implementing World Heritage Education . . . . . . . . . . . . . . . . . . . . . .24

What sites should be priorities? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

What themes should be priorities? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

What additional materials are needed? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

What types of professional development are needed? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

What is the role of students in promoting World Heritage Education? . . . . . . . . . . . . . . . . . .26

What is an appropriate timetable for beginning implementation? . . . . . . . . . . . . . . . . . . . . . .27

ASPnet/USAPriorities for the Coming Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Closing Remarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

IV. Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

V. Annexes

Annex 1: Participant List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Annex 2: Workshop Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Annex 3: World Heritage Bingo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Annex 4: Evaluation and Assessment data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Executive Summary

From January 28-30, 2005, InterConnections 21 convened an international workshop for some 50 students,

teachers and program partners at the American Philosophical Society’s Benjamin Franklin Hall in Philadelphia.

The primary purpose of the workshop was to launch UNESCO’s World Heritage in Young Hands (WHYH) pro-

gram in the United States. A copy of the participant list can be found in Annex 1; the agenda is in Annex 2.

Workshop activities included:

j An introduction to the concept of World Heritage (pp. 7-9 );

j A visit to Independence Hall (a US World Heritage site) followed by in-depth discussions with National

Park Service and other specialists on the slave trade, tourism, education, cultural identity, and preser-

vation (pp. 10-11, and 12-16);

j Hands-on activities from the World Heritage in Young Hands kit (p. 19);

j Presentations on how WHYH is being used in Jordan, Mexico and Sweden (pp. 20-23);

j Presentations on the US National Park Service’s interest in World Heritage (p. 10), the potential fit

between WHYH and national and state curriculum standards (pp. 17-19), and the UNESCO World

Heritage Center’s Partners for Conservation Program recently established by UNESCO and the United

Nations Foundation (pp. 23-24);

j Planning for the future implementation of this program in the US (pp. 24-27).

The following recommendations emerged from the workshop discussions

1. Within the framework of the UNESCO World Heritage Center’ s Partners For Conservation Program (PA C T )

o u t reach in the US and the United Nations Foundation’s agreement to facilitate the process, a working gro u p

should be formed to oversee the launching of a World Heritage education project in the US. The working

g roup would follow-up on the recommendations from this workshop, build awareness and support for

World Heritage education across the country and seek to enlist additional partners in the endeavor. In addi-

tion to UNESCO re p resentatives, members of this working group might include re p resentatives of:

j US National Commission for UNESCO

j The United Nations Foundation

j National Park Service

j National Geographic

j InterConnections 21

j Longview Foundation

j Council of Chief State School Officers

j Several teachers from ASPnet schools

2. InterConnections 21 should:

j Vigorously pursue efforts to expand membership in ASPnet/USA;

j Explore the possibility of working with the National Council for Social Studies and professional organ-

izations in other subject areas to align World Heritage education materials with national and state cur-

riculum standards;

j Create an insert for World Heritage in Young Hands that provides specific examples of how the objectives

of the kit align with state and national standards, particularly those of the NCSS;

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j Create a listing of World Heritage sites by theme that will enable teachers to easily identify sites that

might relate to specific issues or interdisciplinary thematic studies. Themes might include slavery, bio-

diversity, the growth of democracy, World Heritage in danger, world religions, world governments,

endangered species, technology, etc.;

j Explore with the National History Day project whether World Heritage could become a theme for a

future annual contest;

j Set up a listserve or group email for workshop participants to stay in touch about news and develop-

ments concerning World Heritage education;

j Consider establishing a bulletin board on its website for teachers to exchange information and experi-

ences about World Heritage;

j Clarify for ASPnet/USA members roles and responsibilities of InterConnections 21 and the newly

established US National Commission for UNESCO;

j Explore the possibility of engaging former ASPnet/USA and other college-aged youth to become

involved as World Heritage mentors or assistants in ASPnet/USA schools;

j Explore with the US National Commission for UNESCO the possibility of requesting the UN General

Assembly to declare an International Day for World Heritage;

j Propose to other co-sponsors of the annual UN Human Rights Student Conference that World Heritage

be the theme for the upcoming 2005 conference;

j Explore the possibility of organizing a World Heritage forum for Mexico, Canada and the US; and

j Re-convene, in the winter of 2006, teachers, curriculum developers and others to adopt recommenda-

tions for a final US World Heritage in Young Hands kit and distribution strategy.

3. Participating teachers in the workshop should bear in mind the timeline established for piloting the current

World Heritage Education resource kit:

Spring-Summer 2005j Teachers will become familiar with the World Heritage in Young Hands materials.

j Teachers will recruit other teachers in their school who would be interested in incorporating World

Heritage Education into their work (this could include teachers from a range of subject areas).

j Teachers will make specific plans for incorporating World Heritage Education in their teaching (this

may include use of lessons in the World Heritage in Young Hands kit, or development of new lessons).

j Teachers will assess interest in a one-day school-based workshop on World Heritage Education, and

communicate with IC 21 about arrangements.

August-September 2005j One-day school-based World Heritage Education workshops will be carried out in schools that request

them.

Fall 2005j Teachers will pilot World Heritage in Young Hands activities.

j Teachers will provide feedback on the effectiveness of the activities.

Winter 2006j Teachers will provide input to IC 21 on possible revisions or adaptations of World Heritage in Young

Hands.

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I. Background

From January 28-30, 2005, InterConnections 21 convened an international workshop on World Heritage

Education. The workshop’s primary purpose was to launch UNESCO’s flagship World Heritage in Young

Hands project in the United States (US). Some 50 educators, student leaders and staff from organizations

with an interest in World Heritage Education participated (See Annex 1 for participant list). The workshop

was held at the American Philosophical Society’s Benjamin Franklin Hall in Philadelphia, a block away

from Independence Hall, a World Heritage site. Two factors that prompted convening the workshop were

the October 2003 re-entry of the US government into UNESCO (United Nations Educational, Scientific and

Cultural Organization) after a 19-year absence, and the subsequent expansion of the US chapter of

UNESCO’s Associated School Project (ASPnet/USA).

ASPnet is the world’s oldest and largest international network of schools. It was established by UNESCO

in 1953 as a means for promoting peace and international understanding among youth. Over the past 50

years, ASPnet has grown to include some 7,700 educational institutions in 176 countries, ranging from pre-

schools through teacher-training centers. In the US, ASPnet/USA is coordinated by InterConnections 21 (IC

21), a national, 501 C3 not-for-profit organization based in Wilson, Wyoming. The role of IC 21 is to promote

learning about the local, national and international dimensions of critical global issues and to encourage

schools and communities to engage in activities relating to human rights, conflict resolution, intercultural

understanding, sustainable development and teaching about the United Nations. IC 21 works in coopera-

tion with the recently re-constituted US National Commission for UNESCO, which is responsible for liai-

son between UNESCO and the cultural and intellectual communities in the US interested in UNESCO’s

fields of competence.

World Heritage Education is a UNESCO priority that links the themes of culture, the environment and edu-

cation. It is a means for implementing the World Heritage Convention adopted by UNESCO Member States

in 1972 on the premise that certain places on the earth are of outstanding universal value and, as such,

should form part of the common heritage of humankind. A total of 178 nations or “States Parties” have

adopted the Convention. To date, 788 cultural and natural sites from around the world have been inscribed

on the World Heritage List. While fully respecting the national sovereignty of each State over its heritage

sites, the States Parties to the Convention recognize that the protection of World Heritage is also a concern

of the international community as a whole. Article 27 of the Convention requires that States Parties

“endeavor by all appropriate means, and in particular by educational and information programs, to

strengthen appreciation and respect by their peoples of the cultural and natural heritage.”World Heritage

Education is an essential means for achieving this objective by making the sites widely known, by pro-

moting respect for and knowledge of the cultural heritage of humanity, and by encouraging preservation

of the sites and their use in the educational process.

World Heritage in Young Hands, a project launched by UNESCO’s World Heritage Center in 1994, is the

“flagship program” for promoting education relating to the World Heritage Convention and sites. To imple-

ment this goal, UNESCO has developed an educational resource kit for teachers, World Heritage in YoungHands: to Know, Cherish and Act. World Heritage Education advocates the reaffirmation of cultural identity,

mutual respect, dialogue, unity in diversity, solidarity and a positive interaction among the cultures of the

world. The educational resource kit demonstrates how teachers can realize these objectives within their

classrooms.

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II. Workshop Purpose, Objectives and Evaluation

InterConnections 21 convened the workshop to launch the World Heritage in Young Hands project within

the US. The workshop provided training to educators from across the country on the local and global sig-

nificance of World Heritage, on the rationale for its inclusion in the school curriculum and on how to use

selected components of the kit. US participants had the opportunity to discuss the World Heritage

Convention, the work being carried out by UNESCO’s World Heritage Center and strategies for introduc-

ing the kit with educators from abroad who had extensive experience in World Heritage Education.

Pennsylvania State University offered Continuing Education Units to teachers who attended.

The objectives of the workshop were:

j To prepare teachers to use educational materials on World Heritage in their schools, to be familiar with

how the World Heritage in Young Handsproject relates to state and national curriculum standards, and

to develop and implement strategies that enable students to act to protect cultural and natural sites in

their communities as well as in the wider world;

j To initiate a process of assessing the appropriateness of the World Heritage in Young Hands materials—

and the likely need to adapt them—to the needs and interests of US students;

j To invite participants to become part of a larger initiative, being carried out in collaboration with the

United Nations Foundation, of developing strategies for raising the profile of World Heritage

Education in the US; and

j To orient the efforts and priorities of IC 21 during the critical year ahead, a year during which the US

National Commission for UNESCO will be fully re-established.

Evaluations indicated that participants generally found the workshop successful and productive. The eval-

uation form and an analysis of results are attached in Annex 4.

III. Summary of Workshop Proceedings

Day One: Friday, January 28

Opening Session RemarksSusan Rauch, President, InterConnections 21

Susan Rauch, President of InterConnections 21 opened the workshop and welcomed the participants. She

noted that some of them had traveled far, thanked all of them for coming and giving up precious weekend

time, and mentioned how much IC 21 valued the views and ideas of educators, students and its program

partners. Noting the October 2003 return of the US government to UNESCO after a 19-year absence, she

stressed that the renewed participation of the US government in UNESCO would give greater worldwide

impact to UNESCO’s programs and objectives and, at the same time, would facilitate the more active par-

ticipation of US schools, institutions and individuals in UNESCO programs. Ms. Rauch reminded the audi-

ence of the leading role the US had played in the creation of UNESCO in the bleak days following World

War II. It was the US poet and scholar Archibald MacLeish who penned the famous words setting forth

UNESCO’s fundamental purpose for being: “Since wars begin in the minds of men, it is in the minds of men

that the defenses of peace must be constructed.”

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After explaining how and why UNESCO established the Associated Schools Project (ASPnet) in 1953, Ms.

Rauch described the role and purpose of IC 21, indicating that it was created in 1998, when the US govern-

ment was not participating in UNESCO, to facilitate the involvement of American schools, students and

educators in ASPnet.

Ms. Rauch then referred to the World Heritage in Young Hands educational resource kit that ASPnet has

developed in cooperation with the World Heritage Center of UNESCO. Copies of the kit had been distrib-

uted to participating teachers as part of the workshop documentation. She noted that the primary purpose

of the workshop was to review this kit and to determine whether it would be suitable for introduction into

American schools. This, she stressed, was not simply a question of the value of the kit—which has already

been translated into 25 languages and was being used extensively and successfully around the world—but

a more technical issue: namely, the fit between the kit’s materials and the local and state standards that US

public schools must meet.

The US, Ms. Rauch emphasized, has a large and highly decentralized education system. Decisions about cur-

riculum content have to be justified and taken at the local level. Given the pre s s u re that the “No Child Left

B e h i n d ” legislation is already placing on many schools systems, efforts to further broaden the curriculum may

be seen as placing additional demands on already burdened schools. World Heritage Education, however,

should be viewed as an effort to enrich the existing curriculum, rather than to add a new “subject.”

Ms. Rauch acknowledged with gratitude the number of people who had assisted in the organization of the

workshop:

j Dr. Mary Maples Dunn, the co-executive officer of the American Philosophical Society, had made

Benjamin Franklin Hall available for the workshop. Dr. Dunn, as Ms. Rauch noted, is a distinguished

historian of colonial America, who has played a prominent role in advancing the education of women

as a professor at Bryn Mawr College, President of Smith College and Director of the Radcliffe Institute.

j The United Nations Foundation (UNF) and the Longview Foundation lent financial support to make

the workshop possible. UNF was represented at the workshop by Mr. Raymond E. Wanner; Ms. Betsy

Devlin-Foltz represented the Longview Foundation.

j UNESCO had generously sent two representatives to the meeting: Ms. Vesna Vujicic-Lugassy from the

World Heritage Center in Paris and Ms. Eman Qaraeen, from the UNESCO office in Jordan.

j Representatives from the UNESCO National Commissions for Canada (Mr. Alysouk Lynhiavu), Mexico

(Ms. Monica Guadarrama) and Sweden (Ms. Kerstin Lundman) were also present to share their exten-

sive experience in the development and diffusion of World Heritage Education and ASPnet within their

respective countries.

j A representative of the newly-formed US National Commission for UNESCO, Ms. Amy Ostermeier,

was also present on what was the first day on her new job.

j Dr. John Ryan, former UNESCO staff member and international literacy specialist had generously

agreed to serve as rapporteur for the workshop.

Ms. Rauch noted that it was especially fitting that this workshop on World Heritage Education should be

taking place right next to one of the 20 World Heritage sites within the US: Independence Hall.

Independence Hall, which witnessed the drafting of the Declaration of Independence and the birth of the

US Constitution, is ably managed by the US National Park Service. The National Park Service was repre-

sented at the meeting by Mr. Stephen Morris, the Acting Chief of the Office of International Affairs. Ms.

5

Rauch also expressed warm appreciation to the Park Service staff at Independence Hall and in particular to

Ms. Doris Fanelli and Ms. Sue Glennon, who had arranged for the workshop participants to be given a con-

ducted tour of the hall and to discuss issues related to the site with the Park Service expert staff.

In conclusion, Ms. Rauch introduced and thanked her colleagues, Susan Fountain, Director of Educational

Programs at IC 21, and Kelly Ramirez, IC 21 Program Associate, who handled organizational and adminis-

trative matters relating to the workshop. Susan Fountain, it was noted, would be facilitating the workshop

and has had a varied, 30-year career as a classroom teacher, a curriculum developer, a trainer of trainers and

a consultant for UNICEF.

Welcome to Benjamin Franklin HallDr. Mary Maples Dunn, Co-Executive Officer, American Philosophical Society

Dr. Dunn welcomed the participants to Philadelphia and to Benjamin Franklin Hall. The Hall, she

explained, is the property of the American Philosophical Society, which was founded in Philadelphia in

1743. Benjamin Franklin was among its founders. Whereas today “philosophy” is usually thought of as

abstract learning, Franklin and others in the 18th century gave it a very practical interpretation. He defined

the role of the Philosophical Society as the promotion of useful knowledge and focused the work of the

Society on science, technology, invention and efficient ways of doing things. George Washington and

Thomas Jefferson—whose famous portraits together with that of Franklin, hang in the hall—were also early

and active members of the Society.

Dr. Dunn concluded her welcome by noting the joy and pride that the American Philosophical Society feels

in being part of Philadelphia and Independence National Historical Park, which witnessed a critical turn-

ing point in both American history and in the story of democracy. She wished the participants fruitful dis-

cussions on the fascinating topic before them and an enjoyable stay in the historic city of Philadelphia.

Introductions, Expectations and Workshop OverviewSusan Fountain, Director of Educational Programs, InterConnections 21

Susan Fountain, Director of Education Programs for IC 21, welcomed the participants, and the opportuni-

ty for interaction among students, teachers and program partners. She launched the session with an

“icebreaker” called “World Heritage Bingo.” This activity prompted participants to move around, introduce

themselves, and learn about each other. (A copy of the World Heritage Bingo sheet is included in Annex 3.)

Following the icebreaker, Ms. Fountain asked participants to share their expectations for the workshop,

which included:

j To learn about the ideas and goals of the World Heritage program, as well as the processes, both in the

US and around the world, through which World Heritage sites were nominated and inscribed on the

World Heritage List

j To learn how curriculum on World Heritage can be developed

j To become familiar with the links between cultural and natural sites and different issues involved in

preserving them (including endangered species)

j To take advantage of being in Philadelphia to learn more about the Independence National Historical

Park and the events that took place there in the 18th century

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j To discuss a strategy for solidifying ASPnet in the US, in particular ways of linking American schools

to those in other countries

When all participants had had an opportunity to share their expectations for the workshop, Ms.

Fountain noted that the ideas expressed were very much in line with the program activities and goals

formulated for the workshop. Ms. Fountain then reviewed the workshop agenda (Annex 2). While

highly diverse in its activities and content, Ms. Fountain stressed that the workshop had a guiding

purpose: deciding on strategy for moving ahead with World Heritage Education in the US. Doing so

would re q u i re a realistic approach that takes into consideration time and re s o u rce constraints. There

is no desire on the part of IC 21 to overload people or to place too great a stress on its own limited

re s o u rces. Time lines must take into account the realities of the school calendar. It is essential that the

workshop carefully reflect on how the past actions of IC 21 could be consolidated and a re a l i s t i c

course of future action planned.

Introduction to UNESCO’s World Heritage ProgramMs. Vesna Vujicic-Lugassy, Head of Promotion, Publications and Education Unit at the UNESCO World Heritage Center, Paris

Ms. Vesna Vujicic-Lugassy expressed the gratitude of UNESCO to IC 21 for its laudable initiative in launch-

ing the World Heritage in Young Hands program and educational resource kit in the US. She noted that

even in the period between the two World Wars the League of Nations had recognized that there are sites

of historic and symbolic importance that transcend national frontiers. When such sites are damaged or

destroyed, it is not only the countries in which they are located that suffer, but humanity as a whole is made

poorer. This was the danger confronting the world in the 1950s when the construction of the high dam at

Aswan threatened to submerge the ancient Egyptian temples of Abu Simbel beneath the waters of the Nile.

To preserve these ancient treasures, 50 countries contributed more than $50 million to enable UNESCO, in

cooperation with the Governments of Egypt and Sudan, to relocate the temples to a safe location. Saving

the temples involved moving more than 40,000 stone blocks, weighing from 1,000 lbs. to 12 tons each.

Following the success in saving Abu Simbel, UNESCO received many new requests to help Member States

safeguard precious cultural heritage, including appeals from Venice which was endangered by the rising

waters of the Adriatic in 1966 and from Angkor in Cambodia which was menaced by a combination of nat-

ural forces and decades of war since the 1970s.

The UNESCO representative stressed the leadership role that the US had played in the adoption of the

World Heritage Convention. As early as 1965, the US convened a meeting at the White House to promote

the importance of preserving sites of significance to humanity and proposed an international convention be

adopted for this purpose. Following the adoption of the Convention, the White House was the venue of a

meeting of the World Heritage Committee in 1978. In addition, the action that the US had taken in setting

up its National Park Service served as an example of preservation and intelligent stewardship to many

other nations. It is only a short step from the idea that the central government has a responsibility to pre-

serve a nation’s precious cultural and natural heritage to the notion that humanity as a whole has a stake

in preserving World Heritage, wherever it is located.

Heritage sites, the UNESCO representative emphasized, remain fully under national sovereignty. When a

nation asks that its unique historic or natural sites be designated as World Heritage sites and placed on the

World Heritage List, it in no way diminishes that nation’s sovereignty over such sites.

7

The representative explained the process through which sites are inscribed on the World Heritage List. In

all cases, the process begins with the nomination of potential sites within their borders by national author-

ities. To guide the selection process, the World Heritage Committee has drawn up a set of criteria by which

nominated sites should be judged. There are distinct sets of criteria for cultural and natural sites. A cultur-

al site must meet one or more of the following requirements:

j represent a masterpiece of human creative genius;

j exhibit an important interchange of human values, over a span of time or within a cultural area of the

world, on developments in architecture or technology, monumental arts, town-planning or landscape

design;

j bear a unique or at least exceptional testimony to a cultural tradition or to a civilization which is living

or which has disappeared;

j be an outstanding example of a type of building or architectural or technological ensemble or landscape

which illustrates a significant stage or stages in human history;

j be an outstanding example of a traditional human settlement or land use which is representative of a

culture (or cultures);

j be directly or tangibly associated with events or living traditions, with ideas, or with beliefs, with artis-

tic and literary works of outstanding universal significance.

The World Heritage Committee applies these criteria in a thoughtful rather than a mechanical manner. The

last criterion, for example, is not usually judged sufficient by itself to put a site on the Heritage List, unless

at least another criterion is also satisfied. The plans put forward for the protection of the site also weigh in

the Committee’s decision. The ultimate goal is not simply to recognize sites, but to ensure their pre s e r v a t i o n .

Natural sites must meet a different set of criteria. They should be:

j outstanding examples representing major stages of the Earth’s history, including the record of life and

significant on-going geological processes;

j outstanding examples representing significant on-going ecological and biological processes in the evo-

lution and development of ecosystems and communities of plants and animals;

j superlative natural phenomena or areas of exceptional natural beauty and aesthetic importance;

j significant natural habitats for the conservation of biological diversity, including those containing

threatened species.

Normally a minimum of at least a year and usually a good deal longer is required from the time a site is

nominated by national authorities to its designation as a World Heritage site. After a site is nominated, a

team of experts is sent out to prepare a detailed evaluation of the significance of the site and to review the

plan proposed for its preservation. The World Heritage Committee meets annually to decide on nomina-

tions. In order to make its work more manageable, it has limited the number of nominated sites that can

be considered in any one year to 40.

The Committee also receives regular reports on the preservation of the 788 sites already included on the

List. A special set of review procedures has been established for sites that are designated as “in danger.” In

total, 35 World Heritage sites are classified as “in danger.” Fourteen of these are in Africa. When the dan-

gers to the site are resolved, sites are removed from the List of World Heritage in Danger. For example,

Yellowstone Park was placed on the endangered list, but with the removal of the threat posed by the devel-

8

opment of mines adjacent to the Park, it is no longer considered to be in danger. The Everglades, however,

remains on the endangered list. In the light of the US government’s efforts to develop a major plan to pre-

vent and reverse the damage being done to this natural site by population growth, agricultural and other

development in neighboring areas, it is likely to be removed from the list in the near future.

There are currently 178 States Parties to the World Heritage Convention. Indeed, the Convention has often

been cited as the most successful international legal instrument in existence. It has taken an important inter-

national problem—the preservation of humanity’s cultural and natural treasures—and developed a set of

practical procedures for addressing them. Seats on the World Heritage Committee are actively sought after

by countries and the results of the Committee’s work are of interest to the informed general public.

Most cultural and natural sites are places of great beauty, but the Heritage List also contains sites that

remind humanity of the darker chapters in its history. Both Auschwitz and Hiroshima, for example, are

included on the World Heritage List to testify to the destructive and tragic aspects of human experience.

Bamiyan, despite the willful destruction of the site by the Taliban, is a World Heritage site, one that speaks

eloquently to the need for preservation. World Heritage Education exposes students to both the glorious

and shameful chapters in human history.

The UNESCO representative projected a short film that highlighted critical aspects of the Convention and

the work being done to ensure its implementation. She noted that the implementation of the Convention is

a dynamic and ever changing process, not a static one. At present, increasing attention is being given to

preservation of cultural landscapes, such as vineyards in France, and industrial sites, including a steel plant

in Germany. There is also awareness that not all continents and cultures are represented equally on the

World Heritage List. The World Heritage Committee, for example, has in recent years given priority to

African sites, which are far fewer in number than those in Europe and North America. In fact, the US and

other governments have refrained from proposing additional sites in order to give developing countries a

greater opportunity to place their cultural and natural sites on the World Heritage List.

In response to questions, the UNESCO representative noted that the funding available for preservation

remained a serious concern. At present, a total of $13 million is available for this biennium for World

Heritage work: $4 million from UNESCO’s Regular Program; $3.5 million from the World Heritage Fund;

and $5.5 million from extra-budgetary sources. The United Nations Foundation (UNF), for example, con-

tributes to the preservation of biodiversity at selected natural sites, especially in Africa. Nonetheless, the

total available funding poses a serious problem and limits the actions that can be undertaken.

In the final analysis, the success of the World Heritage Convention relies mainly on international coopera-

tion and moral suasion to promote preservation. The moral force of the Convention, in turn, depends upon

an informed public (that appreciates that all of humankind would be impoverished by the loss of heritage

sites). It is for this reason that UNESCO sees World Heritage Education not only as an effort to spread

knowledge and appreciation of humanity’s cultural and natural heritage, but also as an essential means for

building an awareness and concern for the preservation of World Heritage in the minds of people.

Education is, in fact, the first line of defense for the World Heritage sites. Ignorance of the world’s heritage

is a major threat to its preservation.

9

US Participation in World Heritage and the Role of the National Park ServiceMr. Stephen Morris, Acting Chief, Office of International Programs at the National Park Service

Mr. Stephen Morris, Acting Chief, Office of International Programs at the National Park Service (NPS)

explained the role of the NPS in the management and preservation of World Heritage sites within the US.

The US has a total of 20 sites: ten natural sites, eight cultural sites and two trans-border sites administered

jointly with Canada. Seventeen of these sites are administered by the NPS.

Mr. Morris noted that the US was a recognized leader in the preservation of its historic landmarks and cul-

tural and natural sites. The first national park in any country was Yellowstone Park, established in 1872. The

establishment of national parks, the speaker noted, was one of America’s best and brightest ideas. It is an

idea that many other countries in all parts of the world have adopted.

The US not only became a State Party to the Convention on World Heritage, it was a leader in the drafting

of the Convention and the first country to ratify it. Even after the withdrawal of the US from UNESCO in

the 1980s, it continued to participate actively in the Convention on World Heritage.

A d m i n i s t r a t i v e l y, the NPS reports to the Assistant Secretary of the Interior for Fish and Wildlife and Parks on

issues relating to World Heritage sites. Whenever nominations of American sites to the World Heritage List are

c o n s i d e red, a federal panel is convened to study the matter. The key criteria are that the site be of universal value,

that it is well preserved and, if privately owned in whole or in part, that all owners support the decision to place

the site on the World Heritage List and undertake to preserve it in perpetuity. The Department of the Interior, in

which the NPS is located, and the Department of State, which is responsible for the relations between the US and

international organizations such as UNESCO, work together closely on issues related to World Heritage.

Mr. Morris emphasized that the US sees World Heritage as an essential part of UNESCO’s broader role of

promoting peace and understanding. World Heritage, in fact, provides an important opportunity to convey

the idea of a common heritage among nations and peoples everywhere. It is a compelling idea that repre-

sents a bond of unity in a world in which differences often threaten to divide people from one another.

A Case Study: Visit to Independence National Historical Park

The program for the first part of the afternoon consisted of a case study of a World Heritage site: a visit tot

the Liberty Bell Center followed by a tour of Independence Hall, including the chambers on the second

floor which are not normally open for public visits. At Independence Hall, park service staff explained the

debates that took place during the Constitutional Convention of 1787. The group then walked to the former

Merchant’s Exchange Bank where in-depth sessions, supported by park service staff and others, were held

on the following themes:

j Independence Hall and Cultural Identity (led by Charlene Mires, Professor of History, Villanova

University)

j Preservation Issues (led by James Mueller, Chief Historian and Compliance Coordinator, Independence

National Historical Park)

j The Impact of Tourism (led by Phil Sheridan, Public A ffairs Off i c e r, Independence National Historical Park)

j Education and Independence Hall (Sue Glennon, Supervisory Education Program Specialist,

Independence National Historical Park)

10

j The Underground Railroad and the Slave Trade in Philadelphia (Joe Becton, Supervisory Park Ranger,

Interpretation and Visitor Services, Independence National Historical Park)

As a preparation for the visit to Independence Hall and the in-depth sessions, Ms. Fountain asked partici-

pants to consider several questions:

j Why was Independence Hall selected as a World Heritage site?

j What is its significance to the identity of the US and to universal values?

j What have been the challenges involved in its preservation?

j How are the site and its environs affected by tourism?

j What is its relationship to the Underground Railroad and to slavery?

j What can this site teach us about the educational potential of World Heritage sites?

The goal of the field visit, Ms. Fountain explained, was to provide direct experience of a World Heritage

site. What does this site tells us about our own shared national experience? What messages does the site

send? Do Americans understand and interpret these messages in the same way as visitors from abroad?

What could similar visits to sites in other lands and cultures teach us about those societies? As the partici-

pants answered such questions, Ms. Fountain suggested, the potential of World Heritage Education would

become clearer. Reports of the in-depth sessions can be found on pages 12-17.

Introduction to the World Heritage in Young Hands Program and Educational Resource KitMs. Vesna Vujicic-Lugassy, UNESCO World Heritage Center, Paris and Ms. Eman Qaraeen, UNESCO Office, Jordan

At the end of the first day of the workshop, a presentation on the World Heritage in Young Hands education-

al resource kit was made by Ms. Vesna Vujicic-Lugassy of the World Heritage Center in Paris and Ms. Eman

Qaraeen of the UNESCO Office in Jordan.

Ms. Vujicic-Lugassy started by noting that Article 27 of the Convention accords a critical role to education

and information in developing appreciation and respect for World Heritage among the public. The Young

People’s World Heritage Education Project was launched in 1994 in an effort to reach out to youth, to raise

awareness of the importance of World Heritage and the challenges of preserving it. It uses the mechanism

of the Associated Schools Program (ASPnet) to diffuse and implement the key messages of the World

Heritage Convention. Its goals are to enable students to:

j learn more about the cultural and natural sites of outstanding universal value inscribed on the World

Heritage List;

j acquire new skills needed to help conserve these sites;

j forge new attitudes and a life-long commitment to preserving local, national and world heritage for

future generations;

j appreciate the importance of international cooperation in safeguarding the cultural and natural diver-

sity of the world.

Ms. Vujicic-Lugassy and Ms. Qaraeen explained that the resource kit had been used extensively in a vari-

ety of settings: in regional and international youth forums, in 20 regional teacher-training workshops, for

on-site activities carried out by youth and for numerous other activities at the local, national, regional and

11

international levels. The kit is based on an integrated teaching approach that provides for a wide variety of

educational activities: discussion, research, exercises, visual sessions, site visits, role-play, etc. World

Heritage, by its very nature, draws upon many fields and disciplines and can be taught across the curricu-

lum. The links between history and world heritage are evident as are those with religion, foreign languages

and literature. Science and mathematics can also help explain and clarify issues relating to heritage sites.

Two editions of the World Heritage in Young Hands resource kit have been published. The kit is now avail-

able in 25 languages. It nonetheless remains a “work in progress.” Each time it is used in a new setting or

by a new group of people, valuable suggestions are put forward for its improvement or revision. The char-

acter of Patrimonito was born in 1995 at the first World Heritage Youth Forum in Bergen, Norway, designed

by a group of Spanish-speaking students. It has since been widely adopted as the international mascot of

the project.

Ms. Qaraeen focused on the nature of the kit and the uses to which it can be put. She noted that the kit is

not a document produced in a quiet room; it is—for better or for worse—the result of many different opin-

ions and much debate. Nor is the kit a “stand alone” instrument for teaching World Heritage. It is part of a

family of materials that UNESCO is producing. Ms. Qaraeen referred, in particular, to the world map of her-

itage sites and the 26 photographs of sites on different continents that are an integral part of the kit. She also

noted that whenever workshops or teacher-training sessions are held, additional materials are produced,

usually for use at the local level. UNESCO knows the kit “works” in the sense that it quickly plunges stu-

dents into the subject of World Heritage, but each group has its own ideas about what should be added to

or deleted from the kit. In fact, one of the strengths of the kit is that students and teachers are comfortable

with it and feel free to use it selectively and in a wide variety ways. The kit can easily be supplemented with

additional materials. It is not intended as a textbook, but as a package of resource materials to be used freely

and creatively.

Both UNESCO representatives expressed their appreciation to IC 21 for having taken on the challenge of

introducing World Heritage Education and the resource kit into American schools. They noted the program

had had great success in many countries. This was particularly the case where teachers and other educa-

tors had themselves developed a strong interest in World Heritage issues. Many of the problems raised in

the discussion, the UNESCO representatives felt, apply not only to the US, but to other countries as well,

including many where World Heritage Education is carried out on a wide scale. Teachers the world over

are overburdened and short of time. Curricula in most countries tend to be “overloaded” and the quest for

minimum standards is not limited to the US and the “No Child Left Behind” legislation, but is a common

challenge to education systems around the world.

Day Two: Saturday, February 29

Reports by Working Groups on Independence Hall Visits

The second day of the workshop opened with reports of the working groups about their visit to

Independence National Historical Park the previous afternoon. All groups noted that their discussions

with their group leaders had been animated and illuminating about various issues concerning Wo r l d

Heritage. Even issues that, at first glance, appeared rather simple and obvious—such as “pre s e r v a-

tion”—upon closer examination were seen to re q u i re choices that were often difficult to make. Below is

a summary of each group’s re p o r t .

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Group #1: Preservation IssuesThis group was facilitated by Dr. James Mueller, the Chief Historian of Independence National Historical

Park. It reported that the US has over 2,500 historic landmarks, each with a different level of preservation.

The usual choice that has to be made is between preservation and development. If preservation receives

too much attention and development too little, the site will probably be well preserved but only lightly

used. If too much attention is given to promoting development and use, the preservation of the site is like-

ly to be endangered. It is necessary to find a workable compromise.

The meaning of “preservation” requires careful thought. Is it important that every brick in Independence

Hall be an authentic 18th century brick? Or is it more important that the Hall look and “feel” as it did at the

time of the Constitutional Convention? It is also important to ask whether the history of Independence Hall

and the Park around it ended in 1800. We know, in fact, that a number of sites of significance to the

Underground Railroad, which smuggled slaves out of the south, are located near or within Independence

National Historical Park. It is only recently, however, that what took place on the site during the 19th cen-

tury has received attention. Is history still being made at the site? That is a question that will probably

require time and perspective to answer.

Through much of our nation’s history, it has been the Liberty Bell and not Independence Hall or the entire

Park that has been the focus of attention and preservation efforts. Indeed, there were even proposals to tear

down many of the buildings around Independence Hall in order to place the Liberty Bell in the middle of

a large green belt. Fortunately, over time, the focus on a particular artifact, the Liberty Bell, has given way

to a wider interest in the life of 18th century Philadelphia as revealed through the buildings and design of

the Park. Preservation of areas of cities, of course, presents its own special problems. Often the neighbor-

hoods that adjoin historic sites are destroyed as the need to serve visitors pushes up the price of land and

forces many members of the existing community to sell out and move on.

The selection of national landmarks is obviously a political process. The Japanese internment camps on the

west coast, for example, are important landmarks and a chapter in American history. They are not, howev-

er, being preserved because they are a part of the American experience of which the nation is not proud and

represent a fearful reaction that brought injustice and injury to Americans of Japanese origin. Most nation-

al landmarks are at least 50 years old. There is a general feeling that “real history” requires age.

Each passing year presents new challenges to the preservation of historic sites. The threat of terror is, for

example, a problem that was given little consideration before the tragedy of 9/11. Now, the National Park

Service has to divert millions of dollars from preservation to security. Given scarcity of resources, the

National Park Service is always confronted with difficult choices as to how to use them. Which is the high-

er priority, preservation or education and diffusion of the messages and lessons that historic sites teach?

Should limited funds go into carefully preserving old buildings or be put into building new sidewalks to

enable visitors to gain access to them?

Students interested in careers as preservationists reported with pleasure that almost any area of study could

lead to work in the preservation field. Preservationists have pursued virtually all fields of study: architec-

ture, history, engineering, art, the sciences and management. Intellectual curiosity and commitment to pub-

lic service are more important than a particular degree or background.

13

Group #2: Independence Hall and Cultural Identity

P rofessor Charlene Mires, Associate Professor of Historyat Villanova University, served as the re s o u rce per-

son for this group. She teaches a course on the history of the city of Philadelphia and has published a book

entitled Independence Hall in American Memory. The group discussed the fact that cultural identity can be

defined from a personal (ethnic), local, national or global point of view. It is an attempt to answer the ques-

tion “Who are we?” as well as to consider “How does the world see us?” There is not a single US cultural

i d e n t i t y, but a vast range of identities. The meaning of the Liberty Bell, for example, may be one thing to the

descendants of colonists and something very diff e rent to Native Americans and African Americans.

The ringing of the Liberty Bell—with an enthusiasm that cracked it—at the signing of the Declaration of

Independence is a myth without any historical foundation. The crack in the bell probably resulted from an

error when it was forged. History has traced the myth of the cracked bell back to 1884, when the bell was

sent on a nationwide tour. The fact that the myth is widely taught and even more widely accepted, how-

ever, speaks to the symbolic value of the bell and its contribution to the sense of national and cultural iden-

tity that Americans feel. Myths take root far more easily when they align with cultural identity than when

they contradict our images of ourselves.

Group members pondered the meaning of myth. Is historical correctness the goal to be sought or can myths

serve useful ends by conveying values and ideas? The students in the group, in general, felt that the pur-

pose of history was to get behind the myths. Other group members were less certain. They did not argue

for perpetuating myths, but for trying to understand their importance, especially the psychological and

sociological roles they play in creating and consolidating our national identity.

The Liberty Bell and Independence Hall are sometimes seen as associated only with the historical period of

the birth of the country. However, because of their associations with universal ideals of freedom and liber-

ty, both have served as a backdrop for other movements throughout US history; these include the abolition

of slavery, Reconstruction, Native American rights, women’s suffrage and gay rights. They also resonate

with people from other countries. Students noted, for example, the large photograph of Nelson Mandela

seated in front of the Liberty Bell. To Mandela—a heroic figure of the 20th century struggle for freedom—

the bell represents an important symbol of universal aspirations. Prof. Mires wondered whether President

Mandela would have been ready to pose in front of the bell, if he had known that the quarters in which the

slaves of George Washington lived during the Constitutional Convention were located within a few steps

of the present site of the Liberty Bell.

This observation sparked a discussion of whether the Liberty Bell and Independence Hall stand for liberty

and self-government as an ideal or as an ideal achieved. The consensus of the group was that it is an ideal,

one that may never be fully achieved, but that continues to serve as a source of guidance and inspiration.

For example, the US Constitution, drafted in Independence Hall, has served as a model for the constitution

of Australia and of other countries.

In the discussion of the group report in plenary, it was noted that UNESCO Member States are presently

struggling to formulate a treaty on cultural identity and its protection. While UNESCO Member States are

in general agreement on the value and importance of cultural identities, it is difficult to pin down exactly

what cultural identity means, and what practical measures the international community might take to pro-

tect it.

14

Group #3: The Underground Railroad and the Slave Trade in Philadelphia .

This group, led by Supervisory Park Ranger Joe Becton, began with reflection on the Liberty Bell. The bell

was seen as more than an artifact. It was a symbol of a continuing struggle for freedom. The struggle began

long before the Declaration of Independence in Philadelphia. It was an emerging value of the Atlantic

Community that could be traced back to the Magna Carta and beyond. The same universal value was still

alive and flourishing in Philadelphia in the 19th century when the city played an important role as a stop

on the Underground Railroad bringing slaves out of bondage in the south.

Philadelphia was, in the 19th century as it had been in the 18th, a laboratory of social, cultural, political and

economic change. It was a city with a Quaker tradition of tolerance and a growing number of free blacks.

Even free blacks often lived lives of oppression and poverty, but as they improved their lots, they also

served as examples and agents of change. The very fact of having free and self-reliant blacks within the city

undermined the ideology of slavery. The city became a center of agitation for the abolition of slavery. The

smuggling of slaves that was the purpose of the Underground Railroad was illegal, which made it danger-

ous. Nonetheless, a growing number of citizens refused to accept laws that they found immoral and con-

trary to laws of both God and Man. As we know now, this emerging clash of cultural values ultimately

resulted in the Civil War, the US’s most difficult and deadly struggle.

In teaching about the history of slavery in the US, teachers can focus on the causes and effects of slavery,

how people dealt with that institution, and how people coped with the demise of slavery. These three issues

were played out within the shadow of Independence Hall and the Liberty Bell. Thus, Philadelphia can be

viewed as a laboratory in which people struggled against the negative values of slavery toward the real-

ization of universal values of freedom.

Slavery, the group noted, is not dead in the world. In fact, the Declaration of Copenhagen seeks to combat

and outlaw new sets of conditions that perpetuate slavery. One tragic consequence of the recent tsunami

has, for example, been the kidnapping of children for sale in other countries. Millions of people are also flee-

ing genocide and crimes against humanity in the Democratic Republic of the Congo and in the Sudan.

Teachers have a responsibility to help students make connections between historical and contemporary

examples of slavery and other injustices. World Heritage sites such as Independence Hall, which is signifi-

cant for the universal values embodied in the Declaration of Independence and the US Constitution, can be

a vehicle for teaching about the ongoing struggle to end slavery.

Group# 4: Education and Independence Hall

Ms. Sue Glennon, Supervisory Education Program Specialist at Independence National Historical Park, led

this group. The demands on the park for educational programs and materials are enormous. Over 500,000

students visit the site each year. For one-third of the student visitors, English is not their native language.

To cope with this situation, materials have been translated into 16 languages.

Plans are proceeding for the development of an Education Center with three active learning labs. One of

the labs will feature the remarkable life of Benjamin Franklin. Another lab will portray the life of ordinary

Philadelphians in the 18th century. These labs will have multimedia and interactive displays. The third lab

will be devoted to archeology. In the archeology lab, students will be able to examine many of the more than

one million artifacts that have been dug up in and around Independence Park. They will also be able to talk

15

to the experts who have analyzed these artifacts and participate in the on-going archeological work. It is

planned that additional students will be reached through distance education, including increased use of

teleconferencing, streaming video, and the park’s website. The NPS believes that there are vast education-

al possibilities to be developed, limited only by resources and the availability of qualified staff.

While the universal values embodied in Independence Hall are discussed during tours, there currently is

no mention of the site’s World Heritage status. The group felt that increased emphasis on the concept of

World Heritage could be used by educators as a tool to help school-age visitors understand inter-cultural

values, global awareness, and cultural diversity. They suggested that when teaching about Independence

Hall, teachers could also discuss “sister” World Heritage sites around the world that embody similar val-

ues (such as abolishing slavery and the struggle for civil rights, national identity, liberty and freedom).

The group supported the idea of involving young people in the study and preservation of World Heritage,

but they also stressed that people of all ages, including elementary students, should be involved. They

encouraged taking an inter-generational approach—“World Heritage in Our Hands”, rather than “World

Heritage in Young Hands.” They encouraged the idea of outreach to the broader public; for example, the

older, educated traveling public that visits sites around the world, but doesn’t understand the significance

of the World Heritage designation. Popular education, for example TV shows in which an “ambassador”

visits World Heritage sites, was suggested.

The group believes that creatively incorporating World Heritage into teaching and other forms of outreach

will help schools meet state and national teaching standards, and create broader understanding of and sup-

port for World Heritage among the general public.

Group #5: The Impact of Tourism

M r. Phil Sheridan, Public A ffairs Officer for Independence National Historical Park, facilitated this group. He

noted that national landmarks are not only sites to be preserved, but in many cases are also huge tourist attrac-

tions of considerable economic importance to the cities or towns in which they are located. With the decline

of shipbuilding and other industries in Philadelphia, there was a feeling on the part of the city leadership that

m o re needed to be done to boost tourism to counteract the loss of industrial revenues. Independence Hall and

the Liberty Bell have for decades been major tourist sites, but they generated relatively little income for the

c i t y. Studies showed that tourists typically came from New York or Washington by car or by train. They would

spend half a day at Independence Park—perhaps eat a meal—and return home or continue their visits to

Washington or to New York. The development of the site and the inclusion of more activities and pro g r a m s

w e re designed to ensure longer stays in Philadelphia. What the supporters of the city wanted was to have

“ m o re heads on beds”: i.e., higher hotel occupancy resulting from longer stays.

The expansion of the site that is now underway required a big push from the Mayor of Philadelphia and 18

major meetings before partners were on board. Donations from sponsors and organizations were also

important. To win improved facilities, the city had to fight for them. Independence National Historical Park

and the Federal facilities associated with it now have a budget of $315 million. This, it was noted, dwarfs

the $13 million, the total amount available for protection of 788 World Heritage sites.

It was observed by participants that apart from the World Heritage emblem at the entrance to the

Independence Hall, there was no reference in brochures and other information material distributed to the

16

visitors to the World Heritage status of the site. It was explained that for some visitors the World Heritage

designation has been seen as a possible “United Nations take-over” of a landmark associated with the cre-

ation of the US and its form of government. There is, of course, no basis for such fears. All World Heritage

sites remain under national sovereignty. Expressions of such fears, it was noted, have waned during the last

five years. By contrast, one reason foreign visitors want to see the site is because it is listed in their guides

as an important World Heritage site. The National Park Service publishes an attractive brochure, one that

is popular with visitors, listing the 20 World Heritage sites in the US.

As discussed by previous groups, American visitors to Independence Hall often see it not so much as a

tourist attraction, but as a national memorial and shrine. In many cases, they come not only to visit, but to

learn and to witness the setting that did so much to shape American governance and life.

National and State Curriculum Standards and World Heritage EducationDr. William Fernekes, Social Studies Supervisor from Hunterdon Central Regional High School, Flemington, NJ

A discussion of the relationship between World Heritage Education and national curriculum standards for

the social studies was introduced by Dr. William Fernekes, Social Studies Supervisor from Hunterdon

Central Regional High School, Flemington, NJ. Dr. Fernekes was a member of the task force that developed

the K-12 curriculum standards described in the 1994 National Council for the Social Studies (NCSS) publi-

cation Expectations of Excellence: Curriculum Standards for Social Studies, which is used in 40 states to inform

curriculum standards.

Any new educational initiative must address state standards. Legislators and curriculum developers are

unlikely to be familiar with the concept of World Heritage. Dr. Fernekes suggested that InterConnections

21 and workshop participants have a role to play in demonstrating that World Heritage Education can

indeed be aligned with state and national standards. He went on to describe the ten core themes of the

NCSS standards:

j Culture

j Time, Continuity and Change

j People, Places and Environments

j Individual Development and Identity

j Individuals, Groups and Institutions

j Power, Authority and Governance

j Production, Distribution and Consumption

j Science, Technology and Society

j Global Connections

j Civic Ideals and Practices

He then reminded participants of four thematic sections of the World Heritage in Young Hands materials:

j World Heritage and Identity

j World Heritage and Tourism

j World Heritage and the Environment

j World Heritage and a Culture of Peace

17

For each of these four themes, UNESCO has developed knowledge, skill and attitude objectives, many of

which parallel the specific standards for different age groups developed by NCSS around its ten core

themes. The table below demonstrates the similarities between knowledge objectives from the UNESCO

theme of “World Heritage and Identity”, and standards for the middle grades for the NCSS theme of

“Culture”:

Another example demonstrated similarities between skill objectives from the UNESCO theme of “World

Heritage and a Culture of Peace, ”and standards for high school for the NCSS theme of “Civic Ideals and

Practices”:

18

UNESCO World Heritage in Young HandsTheme: World Heritage and Identity

Knowledge objectives:

Students develop knowledge and understand-

ing of:

j World Heritage cultural and natural sites

reflecting various cultures and as the

embodiment of stability in a rapidly

changing world;

j The specificity of each culture and the

notion that all cultures are part of human

civilization;

j The interactions and interdependencies

between nature and culture, and between

cultures.

NCSS

Theme: Culture

Middle grades standards:

NCSS Standard I.c. Explain and give exam-

ples of how language, literature, the arts,

architecture, other artifacts, traditions, be-

liefs, values and behaviors contribute to the

development and transmission of culture;

NCSS Standard I.d. Explain why individ-

ual and groups respond differently to their

physical and social environments and/or

changes to them on the basis of shared

assumptions, values and beliefs;

NCSS Standard I.e. Articulate the implica-

tion of cultural diversity, as well as cohe-

sion, within and across groups.

UNESCO World Heritage in Young HandsTheme: World Heritage and a Culture of Peace

Skill objectives:

Students develop their ability to:

j Work together as a group (teamwork);

j Resolve conflicts peacefully among them-

selves and help others learn about peaceful

conflict resolution;

j Participate democratically in political and

civil life;

j Contribute to UNESCO’s World Heritage

conservation efforts.

NCSS

Theme: Civil Ideals and Practices

High School standards:

NCSS Standard X.h. Evaluate the degree to

which public policies and citizen behaviors

reflect or foster the stated ideals of a demo-

cratic republican form of government;

NCSS Standard X.i. C o n s t ruct a policy

statement and an action plan to achieve one

or more goals related to an issue of public

concern;

NCSS Standard X.j . Participate in activities

to strengthen the “common good”, based

upon careful evaluation of possible options

for citizen action.

Through these and others examples detailed in an extensive handout provided to participants, it became

evident that there is a considerable correspondence between the content and purposes of World Heritage

education and the goals and standards embodied in the NCSS curriculum standards for the social studies.

The challenge is to “flesh out” these connections and to demonstrate the “added value” that the study of

World Heritage sites could bring to the education of children.

Getting to Know the World Heritage in Young Hands Materials

In this session, participants carried out several activities designed to familiarize themselves with specific

materials in the World Heritage in Young Hands kit. The first was an exercise in matching photographs to

descriptions of World Heritage sites. This was used as a starting point for a discussion aimed at identifying

the unique qualities of different world heritage sites and exploring approaches to introducing such materi-

als into classrooms. The second activity involved examining the World Heritage map, and sharing obser-

vations about the sites. These included:

j the fact that sites are unequally distributed around the world; European countries, for example, have a

large numbers of sites, while African countries have far fewer;

j disparities between different countries were noted in terms of numbers of natural vs. cultural sites;

j some sites are both natural and cultural; and

j some sites cross national borders.

At the end of this session, participants were asked to share their impressions of the World Heritage in YoungHands materials, including cartoons shown by Ms. Vujicic-Lugassy, and to make any suggestions for

increasing their appeal to a US audience. Reactions included the following:

j Students in particular felt that the cartoons were aimed at a level too young to be appealing to high

school and middle schools students. They suggested instead creating video material in which a real

person visited sites, and that inclusion of real footage of sites would interest this age group.

j The kit could include more basic information for a US audience on what World Heritage is, and why it

is important.

j More specific information should be included on how to integrate World Heritage into subjects other

than social studies (math, languages, language arts, visual arts, science).

j Materials that appeal to tech-savvy students should be created, such as DVD-Rom games.

j More in-depth lessons should be developed on US World Heritage sites.

j Ideas such as creating a “Geography Bowl” or other interesting competitions could be created as a

springboard to motivate students.

j Guidelines for how after-school clubs could participate in World Heritage Education could be devel-

oped.

j More teacher training would be needed in order for teachers to successfully use the materials.

19

Marketplace: Materials and Resources Exchange

The “Marketplace” session provided an opportunity for workshop participants to share information about

activities and re s o u rce materials that were not addressed formally during the workshop. Presenters included:

j Valerie Becker of DaimlerChrysler, who described the “Mondialogo” initiative, a partnership between

DaimlerChrysler and UNESCO. Its purpose is to promote intercultural dialogue and exchange. One of

its activities, the “Mondialogo School Contest” pairs high schools from different countries to work

together on a project relating to the theme of intercultural dialogue. More information about this proj-

ect can be found at www.mondialogo.org.

j Kerstin Lundman of the Swedish National Commission for UNESCO and Swedish Ministry of

Education and Science displayed samples of work that Swedish students had created as part of their

work on World Heritage Education.

j Vesna Vujicic-Lugassy from UNESCO’s World Heritage Center in Paris showed a video on World

Heritage Education that is available to teachers.

j Susan Fountain of InterConnections 21 showed a PowerPoint presentation that can be used by teach-

ers to introduce the work of UNESCO, ASPnet, and IC 21 to their schools.

During this time, an optional tour of the National Constitution Center was offered to student participants.

International Experience in using World Heritage in Young Hands Materials

Three participants from outside the US related their experiences with World Heritage Education:

j Ms. Eman Qaraeen of the UNESCO Office in Jordan spoke of her experience in using the World Heritagein Young Hands resource kit in Jordan and in the Arab region.

j Ms. Kerstin Lundman of the Swedish National Commission for UNESCO and Swedish Ministry of

Education and Science related the extensive experience, both domestic and international, that Sweden

has had with World Heritage education.

j Ms. Monica Guadarrama, the World Heritage Education Coordinator at the Mexican National

Commission for UNESCO described the process through which her country had planned and imple-

mented education related to Mexican and international World Heritage sites.

World Heritage Education in Jordan and the Arab States by Ms. Eman Qaraeen

In Jordan, Ms. Qaraeen reported, World Heritage education has been well received. An initial meeting was

held to launch the program and to build national commitment for its goals. Other important factors in the

program’s success were the inherent interest of teachers and students in heritage sites and the support of

UNESCO, both from Headquarters and through the Jordan office. Essentially, the process in Jordan

involved four steps:

jtranslation and dissemination of the World Heritage in Young Hands education resource kit for teachers;

jtraining for teachers and key personnel in the Ministry of Education and elsewhere;

jpre-testing and implementation of the kit; and

jevaluation and monitoring.

20

Once the project was operational in Jordan, a sub-regional training course was held to assist in spreading

the project to neighboring Arab States. The fact that the German National Commission for UNESCO gen-

erously covered the cost of translating and publishing 4,000 copies of the World Heritage in Young Hands

materials assisted greatly in spreading the program to other Arab countries.

Ms. Qaraeen mentioned that several of the approaches used in Jordan could be helpful in other re g i o n s

as well:

j Holding a national video conference on World Heritage in Young Hands which spread knowledge of

the program at relatively low cost;

j Developing interdisciplinary teams to introduce people to site management and protection, which gave

a practical and “hands on” dimension to the program; and

j Articulating a national action plan for the expansion of the program into a larger number of schools

within the Kingdom.

Ms. Qaraeen’s principal recommendation to those just beginning their efforts in World Heritage education

is to plan ahead. Sponsors should have a vision of what they wish to achieve and should bring all actors

who can contribute to that goal together at the start of the program. If possible, national authorities should

convene this meeting and set up a World Heritage Committee, within the National Commission for

UNESCO or in another appropriate body, to spearhead and support the World Heritage movement and, in

particular, the expansion of World Heritage education into schools. It is also important, Ms. Qaraeen

reminded the group, to make creative use of national World Heritage sites in promoting education on

preservation. Jordan, for example, made excellent use of Petra, a magnificent World Heritage site that is a

source of pride to all Jordanians.

World Heritage Education in Sweden by Ms. Kerstin Lundman

Ms. Lundman began her presentation with a reflection on the meaning of “outstanding universal value”

which she found to be a more subjective than objective standard. What we value is a function of who we

are and what we hold dear. In many parts of the world, one’s heritage is tangible and often moveable. What

is holy or exceptional to one beholder, may be quite ordinary to another. The Sammi people of the extreme

north of Sweden, for example, have sites that are holy in their eyes, but appear to be ordinary hills to the

eyes of the uninitiated.

A practical problem that the Swedish Commission has encountered is that the people engaged in preserva-

tion are not well acquainted with schools and public education. Nor are the people in the schools familiar

with the expertise of those who work to preserve heritage. Therefore, to make programs such as World

Heritage in Young Hands work effectively, one has to begin by building bridges of communication between

the two principal sets of actors: the preservationists and the educators. This is a process that will not occur

naturally, but has to be planned and deliberately pursued.

The educational value of World Heritage education depends, Ms. Lundman noted, on how we think about

world heritage and select the sites to be included on the list. In the past, heritage sites have, in effect, been

selected through a “beauty contest.” They tended to be places of great natural or architectural splendor. In

the last decades, more attention has also been paid to sites where human tragedies have occurred. The

peace memorial at Hiroshima, for example, has something profound and precious to teach humanity. That

21

is true as well of the extermination camp at Auschwitz and the slave port of Gorée on the coast of Senegal.

All of these are the sites of terrible crimes against humanity.

Sweden has been seeking to devise a well-balanced and comprehensive list of heritage sites that reflect its

history, geography and the major stages in its development. In this way, the sites can be inter-related with

one another in time, function and other ways. Sweden also seeks to link heritage and environment. The con-

cept of “sustainable development” is one that needs to be worked into all activities as the survival of cul-

ture—indeed, of humanity—ultimately depends on our taking care of the world that sustains us.

In Sweden, all programs stress the need to start at the local level. The school system is highly decentralized.

While there is an active World Heritage program, students always go to the heritage sites closest to their

schools and homes. There are also local working groups on heritage issues in schools, libraries, museums

and elsewhere. One of the advantages of this is that instead of putting the entire burden of instruction in

heritage upon the teacher, there is an active support group within the community that is eager and able to

assist school personnel.

Ms. Lundman emphasized that one of the purposes of World Heritage education is to feed the mind and

the imagination. If such education succeeds, it should not only make people more aware of particular her-

itage sites, but also of the wonders of the world around them.

World Heritage Education in Mexico by Ms. Monica Guadarrama

Ms. Guadarrama described the highly effective World Heritage program being conducted in Mexico. The

Mexican National Commission for UNESCO is located within the Ministry of Public Education. It has an

extensive supporting structure that enables it to serve all states and to follow activities in all the main pro-

gram areas of UNESCO. The World Heritage in Young Hands program is conducted in 220 schools in 21

states of the Mexican Republic. The fact that UNESCO now has 24 World Heritage sites in Mexico has

strengthened the program and provides a focus for many of its activities.

The Mexican National Commission has worked closely with the school system to spread the World Heritage

in Young Hands program. ASPnet was the principal means of diffusion, but other approaches were also

employed with the aim of reaching all youth, including those no longer in school. A National Forum on

Adolescence, for example, was held to explore innovative ways for pursuing World Heritage education.

Within the schools, the approach taken was systematic and rigorous. First, the materials were reviewed and

tested. Then the results of their use were evaluated and needed changes in content and presentation intro-

duced. After a body of experience in using the re s o u rce kit had been accumulated, ASPnet organized a diag-

nostic workshop to assess the overall experience. The results of this assessment were generally very positive,

but they also served to introduce important new approaches and ideas into the program.

The Mexican approach leaves a lot of room for flexibility and innovation at the local level. Mexican stu-

dents come from highly diverse backgrounds. There is a need to use materials flexibly and to allow

schools and students to discover for themselves which topics and approaches are most successful. The

aim in all schools, however, is the same: developing new and more positive attitudes toward national

and world heritage and a readiness to play an active role in protecting and preserving nature and cul-

t u re. Ms. Guadarrama concluded by emphasizing her firm conviction that in Mexico—and indeed

e v e r y w h e re—the best way forward is through education that addresses the needs and aspirations of

22

students and their society. Better education, she stressed, is the key to a better future for students and

their society.

In the discussion that followed these three presentations, Mr. Alysouk Lynhiavu of the Canadian National

Commission for UNESCO noted that while the role of the national commission differs from one country to

another, national commissions usually are empowering or facilitating agencies. They don’t, in most cases,

have large budgets or the means to carry out major projects or activities on their own, but they can be a vital

link between the schools, the government, NGOs and other actors. Their role is essentially to encourage

participation by others and to make such participation as effective as possible.

The role of the media also came up in the discussion. In many cases, the National Commission for UNESCO

has encouraged contacts with national and local media. The success of heritage programs is facilitated not

only by providing information on programs, but also by promoting an awareness of the magnificent cul-

tural and natural sites on the World Heritage List. It is the knowledge of these treasures that makes the case

for teaching heritage education and preservation an easy “sell.”

World Heritage Education and the PACT Initiative Mr. Raymond E. Wanner, United Nations Foundation, Washington D.C.

Mr. Raymond Wanner participated in the workshop on behalf of the United Nations Foundation (UNF). He

explained that the Foundation had been created by an extremely generous and far-sighted contribution by

Ted Turner of $1 billion dollars to promote a peaceful and just world by supporting the UN Charter. After

the contribution had been announced, a great deal of thought was given as to how the money could be best

used to ensure a lasting impact. The strategy decided upon was to use the funding to build partnerships in

support of the UN. Funding is not provided unilaterally, but only in partnership with others. It seeks, in

particular, to encourage contributions and support by the private and corporate sectors. The UNF Board has

identified five program priorities:

j children’s well-being, including immunization;

j health of women and girls;

j climate change and sustainable sources of energy;

j conflict resolution and promotion of human rights; and

j protection of biodiversity and habitat.

The Foundation’s support to World Heritage and to IC 21 for the holding of the current workshop falls

under the last category. In fact, the World Heritage Convention is the only international legal instrument

that provides for the inscription and preservation of natural sites. For this reason, and especially for its pro-

visions for protection of endangered sites, it has enjoyed the support of the Foundation. The situation in the

Democratic Republic of the Congo, where armed conflict endangers sites containing rare animals and

plants, illustrates the very real danger to World Heritage and, more particularly, to biodiversity.

While the Convention provides the legal means to act, the funding available was inadequate. UNF, there-

fore, provided $32.7 million dollars for action and leveraged another $15 million from other donors. This

provided those with the authority and obligation to act, the World Heritage Committee, with the means to

do so effectively. It was, Mr. Wanner noted, a “win-win” situation in which the Foundation achieved its

objective by enabling the Heritage Committee to enforce its mandate.

23

The Foundation has also contributed to building the capacity the World Heritage Center in order that it may

act more quickly and eff e c t i v e l y. One means to this end was the funding of three additional officers to work

within the World Heritage Center. The Foundation has also helped Central African countries and Madagascar

to identify sites for nomination to the World Heritage List and for planning the preservation of such sites.

M r. Wanner then spoke of the PACT initiative, Partners for Conservation. This is an effort to find new part-

ners—especially private individuals, corporations and groups—to become friends and supporters of the

World Heritage Movement. The Foundation is committed to working with the friends of World Heritage to

p reserve cultural and especially natural sites that contain endangered species. ASPnet and IC 21 are seen both

as partners and as means for promoting the objectives of the Foundation. World Heritage in Young Hands is

a “flagship” program upon which the Foundation’s support is focused. The Foundation sees enormous

potential in reaching out to US schools through ASPnet and, more particularly, the World Heritage pro j e c t .

M r. Wanner noted that UNF had been joined by the Longview Foundation in supporting the workshop.

Day Three: Sunday, January 30

Next Steps and Action Plans for Implementing World Heritage Education

On the final morning of the workshop, small groups explored next steps for implementing World Heritage

Education in US schools. They focused on the following questions:

j What sites should be priorities?

j What themes should be priorities?

j What additional materials are needed?

j What types of professional development are needed?

j What is the role of students in promoting World Heritage Education?

j What is an appropriate timetable for beginning implementation?

It was recognized that a number of activities with potential for relating to World Heritage are already

underway. There is, for example, a Student Conservation Association that involves students in the work of

the National Park Service. There is also the National History Day contest in which a project based on con-

servation of a site of importance in American history, such as Independence Hall, could be entered.

What sites should be priorities?Teachers mentioned specific sites that they would be interested in teaching about, and that would fit into

their current curricula:

j China: Mausoleum of the First Qin Emperor

j Egypt: Ancient Thebes with its Necropolis, Nubian Monuments from Abu Simbel to Philae

j Haiti: National Historic Park—Citadel, Sans Souci, Ramiers

j Iraq: Hatra

j Senegal: Island of Gorée

j Sri Lanka: sites affected by the tsunami

j United States: Pueblo de Taos

j Zimbabwe: Great Zimbabwe National Monument

24

One group suggested that US elementary schools should focus mainly on World Heritage sites within the

US, such as Independence Hall, as the importance of these sites would be more easily understood and could

be more easily related to the daily lives of younger students. A related suggestion was that once a US site

had been carefully studied, students might search through the World Heritage List to find sites in other

countries that address similar issues: e.g. the promotion of freedom or the preservation of endangered

species. In this way, students would not only learn to appreciate and understand their own heritage, but

would begin to see that it contains universal elements that other societies share.

What themes should be priorities?

Teachers indicated that a thematic approach to teaching about World Heritage is useful, particularly when

considering interdisciplinary work. Suggested themes included:

j Comparisons of ancient civilizations

j Growth of democracy

j The Trans-Atlantic Slave Trade

j Literature/lore

j World religions

j Geographic environments

j Languages

j World governments

j Technology

j Endangered Species

j World Heritage in danger

j Biodiversity

One group of students suggested that World Heritage sites in different parts of the world could be com-

pared with one another. Which sites were older and which newer? On what essential economic, social and

political issues were they similar or different? Did sites interact with one another or did later sites profit

from the lessons learned by earlier ones?

Several students suggested that the slave trade could be a theme that would unite heritage sites in differ-

ent parts of the world. The slave port on the Island of Gorée in Senegal could, for example, be related to the

fortresses build by slaves in the Caribbean and even to the presence of slavery in Independence Hall at the

time of the American Revolution and the Constitutional Convention. One group suggested activities such

creating a route through different World Heritage sites, keeping a “travel journal” on the sites, creating

timelines on the construction of sites, and setting up a mock nomination process for students.

What additional materials are needed?

Additional materials suggested included:

j Adapt existing World Heritage materials so that sites can be identified by theme, rather than by loca-

tion;

j Interactive floor map of World Heritage sites;

j Interactive Webquest on World Heritage;

25

j CD-Rom or DVD showing all World Heritage sites and descriptions;

j DVD or video games;

j Improved website;

j More books or magazines with pictures of World Heritage sites;

j Create commercials or public service announcements on World Heritage;

j Create a system that allows students to take action on World Heritage issues, for example when sites

were damaged by the tsunami;

j Information on how World Heritage Education can be aligned with state and national curriculum stan-

dards;

j A World Heritage Education listserve that would allow teachers to communicate with each other;

j Models of successful schools, programs and curricula that work.

It was noted that embassies and travel agencies make materials on heritage sites widely available. The pos-

sibility of urging airlines to do so in their magazines was noted. In fact, UNESCO already has a pilot proj-

ect in this area with All Nippon Airways in Japan. UNESCO makes high-quality materials available, as do

magazines such as the National Geographic and the travel sections of newspapers such as The New YorkTimes and The Washington Post.

What types of professional development are needed?

j School-based workshops on World Heritage;

j More training on the UN and role of UNESCO;

j Efforts should be made to get teacher training institutions involved in World Heritage Education; and

j Online classes on World Heritage Education.

The importance of continued collaboration with the National Park Service was emphasized.

What is the role of students in promoting World Heritage Education?

Students suggested a number of possible of activities for their schools:

j Student-run World Heritage Clubs;

j Mock World Heritage nomination meetings to show the steps through which sites are placed on the

World Heritage List, including all the measures required to explore, explain and preserve the sites;

j World Heritage appreciation days focused on different sites;

j Field trips to local or national landmarks;

j Setting up competitions for the maintenance and cleanliness of local and national heritage sites;

j Organizing a series of speakers and/or displays on world heritage;

j Developing and locating CD-ROMs on heritage sites,

j Exploring heritage websites;

j Involving college students, especially future teachers, in working with students on heritage issues;

j On-line classes about World Heritage;

j Make presentations to other students, to teachers, and the school board on the importance of World

Heritage and ways of becoming involved;

j Organize a competition similar to National History Day, but focused on World Heritage;

j Write letters to the editor, or articles in the local newspaper, on preservation of heritage sites.

26

Students strongly emphasized two points. First, they noted the abundance of materials already available on

different World Heritage sites and the variety of uses that could be made of them. Secondly, they stressed

the need to engage in practical and useful activities, such as actual work at a site. Knowledge, students felt,

was important for preservation of World Heritage sites—as well as for local and national landmarks—but

practical projects would be more important in encouraging students to feel and accept a responsibility for

preserving cultural and natural heritage.

What is an appropriate timetable for beginning implementation?

Teachers indicated that they could realistically explore the World Heritage materials during the spring and

summer of 2005, and initiate classroom work in the fall of 2005. Feedback could be gathered by the winter

of 2006, and determinations made about possible modifications to the program. Another workshop on

World Heritage Education should be considered in 2006.

ASPnet/USA Priorities for the Coming Year

Based on the discussions of the previous days, priorities suggested for ASPnet/USAand IC21 for the com-

ing year included:

j The development of school-based workshops on World Heritage Education, to be held on in-service

training days; these would allow teachers to examine materials and prepare activities that meet state

standards;

j The establishment of a working group, comprised of teachers and other program partners, to provide

guidance on the development of World Heritage Education in the US;

j Planning for another World Heritage Education workshop in 2006 (Miami, near the Everglades was

suggested by one participant); and

j Expansion of ASPnet/USA to reach more teachers and students.

Ms. Rauch responded to these various suggestions by noting that IC 21 was a platform for coordinating

ASPnet/USA. With the emergence of a new United States National Commission for UNESCO, she felt there

was a need to clarify respective roles and seek ways to expand ASPnet. Ms. Rauch emphasized that IC 21

sees its role as a means for equipping students to play active and effective roles in an increasingly interde-

pendent world.

Closing Remarks

The President of IC 21, Ms. Rauch, thanked the participants for their active involvement in the workshop

and Ms. Fountain for her facilitation of the proceedings. She pointed out that the workshop was a first step

toward an important goal—introducing World Heritage in Young Hands to schools in the US—and by no

means the last step. She let participants know that IC 21 stood ready to help schools to increase the inter-

national content of their programs and, in particular, to assist them in introducing World Heritage

Education into their programs.

27

IV. Recommendations

The following recommendations emerged from the workshop discussions:

1. Within the framework of the UNESCO World Heritage Center’s Partners For Conservation Program

(PACT) outreach in the US and the United Nations Foundation’s agreement to facilitate the process, a work-

ing group should be formed to oversee the launching of a World Heritage Education project in the US. The

working group would follow-up on the recommendations from this workshop, build awareness and sup-

port for World Heritage Education across the country and seek to enlist additional partners in the endeav-

or. In addition to UNESCO representatives, members of this working group might include representatives

of:

j US National Commission for UNESCO

j The United Nations Foundation

j National Park Service

j National Geographic

j InterConnections 21

j Longview Foundation

j Council of Chief State School Officers

j Several teachers from ASPnet schools

2. InterConnections 21 should:

j Vigorously pursue efforts to expand membership in ASPnet/USA;

j Explore the possibility of working with the National Council for the Social Studies and professional

organizations in other subject areas to align World Heritage Education materials with national and

state curriculum standards;

j Create an insert for World Heritage in Young Hands that provides specific examples of how the objectives

of the kit align with state and national standards, particularly those of the NCSS;

j Create a listing of World Heritage sites by theme that will enable teachers to easily identify sites that

might relate to specific issues or interdisciplinary thematic studies. Themes might include slavery, bio-

diversity, the growth of democracy, World Heritage in danger, world religions, world governments,

endangered species, technology, etc.;

j Explore with the National History Day project whether World Heritage could become a theme for a

future annual contest;

j Set up a listserve or group email for workshop participants to stay in touch about news and develop-

ments concerning World Heritage Education;

j Consider establishing a bulletin board on its website for teachers to exchange information and experi-

ences about World Heritage;

j Clarify for ASPnet/USA members roles and responsibilities of InterConnections 21 and the newly

established US National Commission for UNESCO;

j Explore the possibility of engaging former ASPnet/USA and other college-aged youth to become

involved as World Heritage mentors or assistants in ASPnet/USA schools;

j Explore with the US National Commission for UNESCO the possibility of requesting the UN General

Assembly to declare an International Day for World Heritage;

j Propose to other co-sponsors of the annual UN Human Rights Student Conference that World Heritage

28

be the theme for the upcoming 2005 conference;

j Explore the possibility of organizing a World Heritage forum for Mexico, Canada and the US; and

j Re-convene, in the winter of 2006, teachers, curriculum developers and others to adopt recommenda-

tions for a final US World Heritage in Young Hands kit and distribution strategy.

3. Participating teachers in the workshop should bear in mind the time line established for piloting the cur-

rent World Heritage Education resource kit:

Spring-Summer 2005j Teachers will become familiar with the World Heritage in Young Hands materials.

j Teachers will recruit other teachers in their school who would be interested in incorporating World

Heritage Education into their work (this could include teachers from a range of subject areas).

j Teachers will make specific plans for incorporating World Heritage Education in their teaching (this

may include use of lessons in the World Heritage in Young Hands kit, or development of new lessons).

j Teachers will assess interest in a one-day school-based workshop on World Heritage Education, and

communicate with IC 21 about arrangements.

August-September 2005

j One-day school-based World Heritage Education workshops will be carried out in schools that request

them.

Fall 2005

j Teachers will pilot World Heritage in Young Hands activities.

j Teachers will provide feedback on the effectiveness of the activities.

Winter 2006

j Teachers will provide input to IC 21 on possible revisions or adaptations of World Heritage in YoungHands.

29

30

Richard Cumming International Waldorf School

17700 Old Cutler Road

Miama, FL 33157

cummingmmc@ hotmail.com

Kathleen Crowley, Teacher

Jackson Hole Community School

PO Box 6787

Jackson, WY 83002

307-733-JHCS

kcrowley@teton1.k12.wy.us

Stephanie Doba,

New York Times Newspaper

in Education

229 West 43rd St, 9th Floor

New York, NY 10036

212-556-1620

dobas@nytimes.com

Betsy Devlin-Foltz,

Longview Foundation

8639 B 16 th St.

Box 211

Silver Spring, MD 20910

301-681-0899

globaled@longviewfdn.org

Kate Dodson,

United Nations Foundation

1225 Connecticut Ave NW 4 th floor

Washington DC 20036

202-887-9040

kdodson@unfoundation.org

Veronica Erenberg, Student

Bodine High School for International Affairs

4th and George Streets

Philadelphia, PA 19123

ronniepie05@aol.com

George Abeyta, Teacher

Ft. Washakie School

90 Ethete Road

Ft. Washakie, WY

307-332-2380

gabeyta@fremont21.k12.wy.usa

Maura Allen, Teacher

State College Area High School

650 Westerly Parkway

State College, PA 16801

814-231-5088

mka11@scasd.org

Jean Baptiste Bassene, Teacher

United Nations International School (UNIS)

24-50 FDR Drive

New York, NY 10010

212-584-3009

jbassene@unis.org

Valerie BeckerDaimler Chrysler/Mondialogo Program

8951 Lely Island Circle

Naples, FL 34113

239-417-1229

Rvbecker2@aol.com

Martin Blackburn, Student (8 th grade)

Ft. Washakie School

90 Ethete Road

Ft. Washakie, WY

Amy Bowersox, Teacher

State College Area High School

650 Westerly Parkway

State College, PA 16801

814-231-5088

ajb14@scasd.org

Victoria Capitan, Student (8 th grade)

Ft. Washakie School

90 Ethete Road

Ft. Washakie, WY

Annex 1:

Workshop Participant List

31

Sarah Fenwick, Student (10th)

Wakefield School

PO Box 107

The Plains, VA 20198

ritaFenwick@abcbirds.org

Bill FernekesHunterdon Central Regional High School

84 Route 31

Flemington, NJ 08822

908-284-7147

wferneke@hcrhs.k12.nj.us

Bill Field, Board Member,

InterConnections 21

PO Box 2784

Jackson, WY 83001

307-733-5394

bfield@blissnet.com

Cooper Field , Student (6 th Grade)

Jackson Hole Middle School

PO Box 2784

Jackson, WY 83001

307-733-5394

bfield@blissnet.com

Harrison Fischer, Student (10 th grade)

Wakefield School

PO Box 107

The Plains, VA 20198

zero2460@msn.com

Susan Fountain,

Workshop Facilitator

Director of Educational Programs,

InterConnections 21

31 Hudson Harbor Drive (Apt. E)

Poughkeepsie, NY 12601

845-485-3266

shfountain@msn.com

Ginny Gethers, Student (11th grade)

Creative and Performing Arts High School

Philadelphia, PA

215-877-5363

Juztice777@yahoo.com

Monica Guadarrama World Heritage Education Coordinator

ASPnet Mexico

(52) 55-53-29-69-40

monicagz@sep.gob.mx

Marilyn Horton-Taylor, Teacher

Trezevant High School

Benjamin Hooks Institute for Social Change

5704 Ashbriar Ave.

Memphis, TN 38120

901-681-9550

mtaylorsis@hotmail.com

Joe Jenkins, Student (8 th grade)

Ft. Washakie School

90 Ethete Road

Ft. Washakie, WY

Doug Johnson, Teacher

McKinleyville High School

1300 Murry Road

Mckinleyville, CA 95519

707-839-6400

djohnson@nohum.k12.ca.us

Erin Johnson, Teacher

Bodine High School for International Affairs

4th and George Streets

Philadelphia, PA 19123

wacliaison@yahoo.com

Michelle Joseph, Teacher

Three Rivers Middle School

8575 Bridgetown Road

Cleves, OH 45002

573-467-3500

mjoseph@three-rivers.org

32

Tara Joseph, Student (7 th grade)

Three Rivers Middle School

tjswim109@yahoo.com

Madeline Keller, Teacher

Bryn Mawr School

109 West Melrose Ave.

Baltimore, MD 21210

410-464-1568

kellerm@brynmawrschool.org

Kerstin LundmanSecretariat for International Affairs

Ministry of Education, Research and Culture

SE-10333 Stockholm

4684051950

Kerstin.lundman@educult.ministry.se

Alysouk LynhiavuPublic Affairs Officer

UNESCO Associated School Project

National Coordinator (Canada)

350 rue Albert Street, C.P. /

P.O. Box 1047

Ottawa, Ontario K1P 5V8

Tel.: 613.566.4414 /ext. 4532

alysouk.lynhiavu@unesco.ca

Angela Marco, Student (7th grade)

Three Rivers Middle School

lmarco@wans.net

Charlene MiresAssociate Professor, History Department

Villanova University

800 Lancaster Avenue

Villanova, PA 19085

Office phone: 610-519-6935

charlene.mires@villanova.edu

Stephen MorrisNational Park Service

Office of International Affairs

1849 C Street, NW

Washington DC 20240

202-354-1803

Stephen_morris@nps.gov

Hailey MortonASPnet Alumni

Georgetown University

307-690-4620

hm94@georgetown.edu

Marney MurphyMedia Specialist

Three Rivers Middle School

8575 Bridgetown Road

Cleves, OH 45002

573-467-3500

mmurphy@three-rivers.org

Amy OstermeierU.S. National Commision for UNESCO

2121 Virginia Ave. Suite 6200

Washington DC 20037

202-253-8265

amy.ostermeier@ed.gov

Daniel Peacock, Student (10th grade)

Wakefield School

PO Box 107

The Plains, VA 20198

vrerail@earthlink.net

Eman QaraeenRegional Advisor for ASPnet, Arab Status

UNESCO Aman Office

Wadi Saqra Street

B.P 2270

Amman, 11181, Jordan

Tel: (962 6) 551 6559

e.qaraeen@unesco.org.jo

Kelly RamirezP rogram A s s o c i a t e

InterConnections 21

P.O. Box 960

3705 West Canyon Road

Wilson, Wyoming 83014

307-733-0549

Kelly@ic21.org

33

Susan RauchPresident

InterConnections 21

P.O. Box 960

3705 West Canyon Road

Wilson, Wyoming 83014

307-733-0549

Susie@ic21.org

Emiliz Roman, Student

Bodine High School for International Affairs

4th and George Streets

Philadelphia, PA 19123

emilgirla@hotmail.com

Kelly Rutz, Teacher

Ft. Washakie School

90 Ethete Road

Ft. Washakie, WY

307-332-2380

krutz@fremont21.k12.wy.us

John Ryan101 Tapp Ointe

Chapin, SC 29036

Tel: (803) 749-8467

Johnryan@sc.rr.com

Elena Stock, Student (10 th grade)

Wakefield School

PO Box 107

The Plains, VA 20198

Cassandra_the_prophet@hotmail.com

Macayla Tillman, Student (8 th grade)

Ft. Washakie School

90 Ethete Road

Ft. Washakie, WY

Laurena Tolson, Student (11th grade)

Creative and Performing Arts High School

5826 Woodbine Avenue

Philadelphia, PA 19131

215-878-1793

Phillysfinest24@hotmail.com

Graham Treadway, Teacher

Jackson Hole High School

PO Box 568

Jackson, WY 83001

gtreadway@teton1.k12.wy.us

Laurie Wade, Teacher

State College Area High School

650 Westerly Parkway

State College, PA 16801

814-231-5023

lew11@scasd.org

Ray WannerUnited Nations Foundation

1225 Connecticut Ave, NW 4 th floor

Washington DC 20036

301-565-0408

Rwanner363@aol.com

Nan WoodruffUS National Coordinator,

Transatlantic Slave Trade Project

Penn State University

1121 S. Garner St.

State College, PA 16801

814-867-5015

New7@psu.edu

Carolyn Wyrsch, Teacher

Wakefield School

PO Box 107

The Plains, VA 20198

540-253-5393 ext. 427

cwyrsch@wakefieldschool.org

Vesna Vujicic-Lugassy World Heritage Center

7 Place de Fonytenoy

75007 Paris, France

UNESCO

Tel: (33 1) 4568-1000

v.vujicic@unesco.org

Annex 2:

InterConnections 21 International Workshop on

UNESCO’s World Heritage Education ProgramBenjamin Franklin Hall, Philadelphia, PA

January 28-30, 2005

Agenda

This workshop marks US re-entry into UNESCO and the expansion of ASPnet/USA’s outreach and offerings to

US schools, teachers and students. World Heritage Education is a UNESCO priority, one that links its key

themes of culture, the environment and education.

The goal of this workshop is to launch UNESCO’s flagship “World Heritage in Young Hands” project in the US.

The workshop will provide training to educators on the local and global significance of World Heritage, and the

rationale for its inclusion in the curriculum. Teachers, student leaders and other participants will learn about the

Convention that protects sites of cultural and natural significance, and the work of UNESCO’s World Heritage

Center. By the end of the workshop, they will be prepared to use educational materials on World Heritage in

schools, be familiar with how the “World Heritage in Young Hands” project relates to state and national cur-

riculum standards, and be able to develop strategies that enable students to take action on threats to irreplace-

able cultural and natural sites. Participating teachers will receive a copy of the “World Heritage in Young

Hands” educational resource kit and additional teaching materials.

The workshop will also initiate a process of evaluating the appropriateness of the “World Heritage in Young

Hands” materials for a US audience, and participants will be invited to become part of a larger initiative, in col-

laboration with the United Nations Foundation, of developing strategies for raising the profile of World

Heritage Education in the US.

Finally, the workshop aims to consolidate the past work of IC 21-ASPnet/USA and its current recruitment

efforts, and develop organizational priorities for the coming year in light of the recent re-entry of the US into

UNESCO.

Continuing Education Units (CEUs) will be available to teachers attending this workshop.

Friday, January 28

9:00-10:30 am Welcome and Opening of WorkshopSusan Rauch, President, InterConnections 21 (IC21), Jackson Hole, Wyoming

Dr. Mary Dunn, co-executive officer, American Philosophical Society

Introductions, Expectations, and Workshop OverviewSusan Fountain, Director of Educational Programs, InterConnections 21

10:30-10:45 Break

34

10:45-11:45 Introduction to UNESCO’s World Heritage ProgramVesna Vujicic-Lugassy, UNESCO World Heritage Center, Paris.

This session will introduce participants to the meaning of World Heritage, the World Heritage

Convention, the criteria for selection of World Heritage sites, and contemporary threats to

these sites. UNESCO’s work in promoting preservation and education will be discussed.

11:45-12:00 US Participation in World Heritage and the Role of the National Park ServiceStephen Morris, Acting Chief, Office of International Affairs, National Park Service

12:00-12:45 Box Lunch

Welcome to Independence National Historical ParkDoris Fanelli, Chief of Cultural Resources Management,

Independence National Historical Park

I n t roduction to Afternoon Activity: Exploring Independence Hall: A Visit to a US World Heritage Site Susan Fountain

Why was Independence Hall in Philadelphia selected as a World Heritage site? What is its sig-

nificance to the identity of the United States, and to universal values? What have been the chal-

lenges involved in its preservation? How are the site and its environs affected by tourism? What

is its relationship to the Underg round Railroad and the slave trade in the US? What can this site

teach us about the educational potential of World Heritage sites? Through tours and hands-on

re s e a rch, participants will experience the significance of World Heritage education in a local con-

text, and consider its implications for understanding cultures diff e rent from our own.

12:45-1:30 Walk to Independence Park; Visit Liberty Bell Center

1:30-2:15 Tour of Independence Hall

2:15-2:45 Break and Walk to Merchant’s Exchange Building

2:45-4:00 Small Group Meetings with Resource People (each workshop participant will join one group)

Independence Hall and Universal Values:

Doris Fanelli, Chief of Cultural Resources Management, Independence National

Historical Park

Independence Hall and Cultural Identity: Charlene Mires, Professor of History, Villanova University

Preservation Issues: James Mueller, Chief Historian and Compliance Coordinator, Independence National

Historical Park

35

The Impact of Tourism:Phil Sheridan, Public Affairs Officer, Independence National Historical Park

The Underground Railroad and the Slave Trade in Philadelphia:Joe Becton, Supervisory Park Ranger, Interpretation and Visitor Services, Independence

National Historical Park

Education and Independence Hall: Sue Glennon, Supervisory Education Program Specialist, Independence National

Historical Park

4:00-4:30 Break

4:30-5:30 Introduction to the “World Heritage in Young Hands” ProgramVesna Vujicic-Lugassy, UNESCO World Heritage Center, Paris

Eman Qaraeen, UNESCO Office, Jordan

An overview of tools that UNESCO has created for teaching about World Heritage.

6:30-8:00 Reception: Benjamin Franklin Hall

Saturday, January 29

9:00-10:00 Presentations and De-Briefing of “Independence Hall” Activity

10:00-10:15 State Standards and World Heritage EducationBill Fernekes, Social Studies Supervisor, Hunterdon Central Regional High School,

New Jersey; member of NCSS development team for national curriculum standards

10:15-11:15 Getting to Know the “World Heritage in Young Hands” MaterialsSusan Fountain

Participants will become familiar with teaching materials in the World Heritage in Young Handskit through activities involving photographs and maps. They will then form small groups

according to regions of the world. They will select a World Heritage site from that region that

could be taught in the current curriculum. They will outline types of activities that could be

used to teach about that site, drawing on material in the World Heritage in Young Hands manu-

al on identity, tourism, the environment, and a culture of peace. Teaching plans will make ref-

erence to national and state standards.

11:15-11:30 Break

11:30-1:00 World Heritage Education in PracticeContinuation of working groups, followed by brief presentations and discussion of state

standards.

36

1:00-2:00 Lunxh

2:00-3:15 Marketplace: Materials and Resources ExchangeParticipants will share their expertise through the materials they brought with them and take

time for in-depth professional exchanges.

3:15-3:30 Break

3:30 to 5:30 Optional Activity for Students: Tour of National Constitution Center

3:30-5:00 Panel Discussion: International Experiences with “World Heritage in Young Hands”Eman Qaraeen, UNESCO Office, Jordan

Kerstin Lundman, Swedish National Commission for UNESCO/Swedish Ministry

of Education and Science

Monica Guadarrama, World Heritage Education Coordinator, Mexican National Commission

for UNESCO

5:00-5:30 World Heritage Education and the PACT InitiativeRaymond E. Wanner, Representative of the United Nations Foundation

The PACT initiative (Partnerships for World Heritage Conservation), a collaboration between

UNESCO and the United Nations Foundation, will be discussed, with a focus on the implica

tions for educators in the US.

Sunday, January 30

9:00-10:30 Next Steps and Action Plans for Implementing World Heritage Education Participants will discuss a timeline for implementing World Heritage Education in their

schools. They will clarify indicators for program effectiveness, develop guidelines for the col-

lection of feedback on the use of the materials, and a reporting process. The implementation

plan developed will take into consideration the initiative of UNF and other partners to evalu-

ate UNESCO’s World Heritage materials, and their suitability for US schools, with the poten-

tial outcome being the production of a US version of the materials.

10:30-11:30 ASPnet/USA Priorities for the coming yearAn interactive session in which participants can evaluate the effectiveness of IC 21’s recruit-

ment efforts and services, suggest improvements, and participate in setting priorities for the

coming year, including plans for tsunami-related relief and reconstruction.

11:30-12:00 Closing Remarks: Susie Rauch

Program Evaluations

37

38

Do you own anobject that waspassed down toyou from a familymember? What isit?

Have you everdone something tohelp protect theenvironment?What was it?

Are you trying tokeep cultural tra-ditions alive inyour family?How?

Do you like musicfrom a cultureother than yourown? Which one?

Have you ever vis-ited a US WorldHeritage site?Which one?

Do you want tolearn about a cul-ture other thanyour own?Which one?

Can you tell astory about yourfamily name?What is it?

Do you think it isimportant to pro-tect endangeredspecies? Why?

Have you visiteda World Heritagesite outside theUS? Which one?

What does “heritage” meanto you?

Have you visiteda natural placethat you think isespecially beauti-ful? What is it?

Can you name aUS WorldHeritage site (notin Philadelphia)?Which one?

Free square!Make up yourown question!

Do you have aunique holidaytradition in yourfamily? What isit?

Are you wearingsomething madein another coun-try? Which coun-try?

Can you name aWorld Heritagesite outside theUS? Which one?

Are you wearingsomething thatrelates to yourculture? What isit?

Do you like foodfrom a cultureother than yourown? Whatkind?

Can you name aUS NationalPark? Whichone?

Did you learnsomethingimportant froman older familymember? What isit?

Can you tell astory about yourfirst name? Whatis it?

Can you name afood that is spe-cial in your fami-ly or culture?What is it?

Can you name ahistoric placethat you thinkshould be pro-tected? Why?

Would you liketo travel toanother country?Which one andwhy?

Can you namean endangeredspecies? Whichone?

Annex 3

Heritage Bingo

Pick any question; find someone who can answer it; and write that person’s name in the box. You can only use

each person’s name once. Shout “Bingo” when you have filled five boxes in a row (vertically, horizontally or

diagonally) – then keep going and see how many more people you can meet!

Annex 4

Evaluation and Assessment Data

Evaluation forms were distributed to conference participants (copy on page 41). The responses were analyzed

and yielded the following quantitative and qualitative data.

Workshop usefulness

On a scale of 1-5, 5 representing “very useful” and 1 representing “not very useful”, the average participant

rating was a 4.4.

Workshop strengths

j Small working and focus groups that allowed for thorough discussion

j Brainstorming to develop “next steps” and an action plan for implementation

j Learning how to apply the World Heritage curriculum in the classroom and concrete background on

state standards

j The combined presence and perspectives of participants from diverse sectors

j Informative and interesting tours of Independence Hall (World Heritage site) and the Liberty Bell and

break-out groups on topics related to the history of the area

Suggestions for improvement

j More hands-on and student activities to break up lectures and individual presentations

j Put more emphasis on material that is within teacher and student “scope of action” and less emphasis

on national and worldwide details

j Quicker synthesis and resolution; the bulk of discussion should be focused on how exactly to integrate

materials into the school system

Future Program Recommendations

j Develop videos and materials for a more mature youth population

j Organize a North American youth forum to unite the US, Mexico and Canada in the efforts to spread

World Heritage Education

j Work with teachers and schools to ensure kit is introduced into US curriculum, host follow-up and pro-

fessional development workshops to track progress.

j Suggest how a school can adopt the concept of World Heritage into existing curriculum. Remind teach-

ers and administrators that it can be accomplished within existing frameworks

j Facilitate partnerships between ASPnet/USAschools and ASPnet schools in other countries that have

already implemented the World Heritage in Young Hands program

39

Individual Comments

“This workshop was organized at a very opportune time. The enthusiasm and commitment to the goal of edu-

cating about World Heritage will surely be the engine to drive our work together.”

—Kate Dodson

(UN Foundation)

“Working with students, teachers, administrators and representatives from around the US and the world has

opened my eyes to the importance and interest in World Heritage education. It is refreshing and encouraging

to see the successes of schools in Sweden, Mexico, and the Arab nations in implementing World Heritage pro-

grams. We need to use the importance of World Heritage sites to launch interest in global issues and in creating

a network between students, teachers, and communities. This workshop has been a helpful step towards glob-

al awareness of World Heritage Education.”

—Hailey Morton

(IC 21 program alumni, Georgetown University, Washington DC)

“This workshop has helped solidify our status as an ASPnet school in the UNESCO family.”

—Marney Murphy

(Three Rivers Middle School, Cleves, Ohio)

“Thanks to all of you for putting together a fine workshop. You are to be commended. We all learned quite a

bit, and the students seem energized by their experience. They particularly liked the notion that their opinion

was sought after and mattered. It is the kind of experience that few young people have the chance to realize.

So now our work is again cut out for us, and we will continue to try to spread the word from our end.”

—Carolyn Wyrsch

(Wakefield School, The Plains, Virginia)

40

IC 21 WORKSHOP ON

“UNESCO’S WORLD HERITAGE EDUCATION PROGRAM”

JANUARY 28-30, 2005

EVALUATION

How would you rate the usefulness of the workshop?

1 2 3 4 5

(Not very useful) (Very useful)

2. What parts of the workshop were most useful?

What parts were least useful?

Please list 1- 3 actions that you would like ASPnet/IC 21 to take as a result of the workshop.

5. Please list 1- 3 actions that you plan to take as a result of the meeting.

6. Other comments (use the back or a separate sheet if necessary) would be welcome. Your feedback will

help us plan for future workshops and activities. Many thanks!

41

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