American Studies Commons^™

Ritual During Covid-19, Stephen Covell, Diane Riggs, Cameron Borg, Ryan Lemasters, Jacob Riccioni

Modules for Teaching Pandemic Response and Religion in the USA

The following teaching module is designed for high school and college level instructors who seek to teach a lesson on the impact the COVID-19 pandemic had on the participation and practice of religious rituals. The teaching module features a lesson plan, case studies, and assignments that can be incorporated as the instructor sees fit. This teaching module was created by Western Michigan University's Department of Comparative Religion.

Gender, Monastic Life, And The Lay Community During The Pandemic, Stephen Covell, Diane Riggs, Cameron Borg

Modules for Teaching Pandemic Response and Religion in the USA

The following teaching module is designed for high school and college level instructors who seek to teach a lesson on the impact the COVID-19 pandemic had on the monastic life of both Buddhists and Catholics. The teaching module features a lesson plan, case studies, and assignments that can be incorporated as the instructor sees fit. This teaching module was created by Wester Michigan University's Department of Comparative Religion.

Coronavirus (Covid-19) And Religious Holidays In The U.S., Stephen Covell, Diane Riggs, Cameron Borg, Jarrett Stalinger, Jacob Riccioni

Modules for Teaching Pandemic Response and Religion in the USA

The following teaching module is designed for high school and college level instructors who seek to teach a lesson on the impact the COVID-19 pandemic had on the celebration of religious holidays, such as Ramadan, Passover, and Easter. The teaching module features a lesson plan, case studies, and assignments that can be incorporated as the instructor sees fit. This teaching module was created by Western Michigan University's Department of Comparative Religion.

Orthodox Jewish Women And Ritual Purity During The Pandemic, Stephen Covell, Diane Riggs, Cameron Borg

Modules for Teaching Pandemic Response and Religion in the USA

The following teaching module is designed for high school and college level instructors who seek to teach a lesson on the impact the COVID-19 pandemic has had on Jewish women and their ritual purity. The teaching module features a lesson plan, case studies, and assignments that can be incorporated as the instructor sees fit. This teaching module was created by Western Michigan University's Department of Comparative Religion.

Public Policy And Religion In The Pandemic: U.S. Constitution And The First Amendment, Stephen Covell, Diane Riggs, Cameron Borg

Modules for Teaching Pandemic Response and Religion in the USA

The following teaching module is designed for high school and college level instructors who seek to teach a lesson on the impact the COVID-19 pandemic had on the relationship between church and state. The teaching module features a lesson plan, case studies, and assignments that can be incorporated as the instructor sees fit. This teaching module was created by Western Michigan University's Department of Comparative Religion.

Considerations For Events And Gatherings, Centers For Disease Control And Prevention

Pandemic Response and Religion in the USA: Law and Public Policy

No abstract provided.

Checklist For Communities Of Faith, Centers For Disease Control And Prevention

Pandemic Response and Religion in the USA: Health

This PDF from the Centers for Disease Control and Prevention provides a checklist for places of worship to use in order to prevent the spread of COVID-19 among their congregations. The checklist includes hygiene practices, disinfecting practices, social distancing, the use of masks, isolation, and support for those facing discrimination.

Faqs For Administrators And Leaders At Community- And Faith-Based Organizations, Centers For Disease Control And Prevention

Pandemic Response and Religion in the USA: Health

This is the Frequently Asked Questions webpage from the Centers for Disease Control and Prevention designed to help places of worship prevent the spread of COVID-19 in their congregations. The FAQ page includes prevention strategies, community outreach strategies, and how to decide if services should be in person or virtual. Issues such as discrimination and marginalized populations are discussed on the FAQ page.

Community And Faith-Based Organizations: Plan, Prepare, And Respond, Centers For Disease Control And Prevention

Pandemic Response and Religion in the USA: Law and Public Policy

No abstract provided.

Interim Guidance For Communities Of Faith, Centers For Disease Control And Prevention

Pandemic Response and Religion in the USA: Health

This article from the CDC offers guidelines for religious groups and organizations that are beginning to reopen and hold in-person services as stay-at-home orders are lifted. Guidelines include hygiene tips, disinfecting practices, the use of face masks, and other safe practices designed to keep houses of worship safe as they reopen. Other guidelines include policies for houses of worship to put in place for their congregants upon reopening, such as the use of worship materials.

Fort St. Joseph Archaeological Project 2018 Annual Report, Michael S. Nassaney

Fort St. Joseph Archaeological Project

Western Michigan University (WMU) hosted its 43rd annual archaeological field school this past July and August under the auspices of the Fort St. Joseph Archaeological Project. The Project is a long-term, multidisciplinary, community-based partnership between the City of Niles and WMU that investigates and interprets colonialism and the fur trade in the region.

We selected the theme “Technology Then and Now,” to focus our activities in 2019. We recognize that technology is not only important in the 21st century, but has defined humanity since our earliest ancestors crafted simple tools to assist them in their survival. Most of the archaeological …

Curation, Erika K. Hartley, Miro Dunham

Fort St. Joseph Archaeological Project

Table of Contents

• Preserving the Past for the Future
• Common Curation Challenges
• Fort St. Joseph Collection
• Did You Know?
• Collection Challenges
• Fort St. Joseph Curatorial Fellowship
• How You Can Help

Fort St. Joseph Archaeological Project 2017 Annual Report, Michael Nassaney

Fort St. Joseph Archaeological Project

In 2017, the Fort St. Joseph Archaeological Project (hereafter the "Project") continued its focus on discovering and sharing the history of Fort St. Joseph while emphasizing the importance of community partnerships. This was a logical theme for 2017 since the Project has long been a collaboration between Western Michigan University (WMU) faculty and students, the City of Niles, the Fort St. Joseph Archaeology Advisory Committee (see Appendix A), interested stakeholders, supporters, members, and community volunteers in the greater Niles area. In addition, the Project has embraced a community service-learning model to guide our field, laboratory, and outreach activities. Students learn …

Technology Then And Now 4: Hide Processing In The Fur Trade, Fort St. Joseph Archaeological Project

Fort St. Joseph Archaeological Project

Native Americans were the primary procedures of hides in the fur trade.

Technology Then and Now was developed by the students (Nicole Aquino, John Campbell, Patrick Dwyer, Abby Floyd, Jacob Kowalczyk, Allie Lewis, Amanda Owens, Brendan Sapato, and Callisto Wojcikowski) in the Museum Studies class (HIST 4080) at Western Michigan University under the direction of Professor Michael Nassaney. The research, contents, and design of the exhibit were made possible through the support and assistance of Christina Arseneau, David Brose, Mary Ellen Drolet, Joe Hines, Larry Horrigan, Cori Ivens, Erika Loveland, Meghan Williams and Michael Worline.

Full size panel available as …

Technology Then And Now 6: Flintlock Muskets, Fort St. Joseph Archaeological Project

Fort St. Joseph Archaeological Project

Flintlocks were imported from Europe and widely distributed in New France for hunting and warfare.

Technology Then and Now was developed by the students (Nicole Aquino, John Campbell, Patrick Dwyer, Abby Floyd, Jacob Kowalczyk, Allie Lewis, Amanda Owens, Brendan Sapato, and Callisto Wojcikowski) in the Museum Studies class (HIST 4080) at Western Michigan University under the direction of Professor Michael Nassaney. The research, contents, and design of the exhibit were made possible through the support and assistance of Christina Arseneau, David Brose, Mary Ellen Drolet, Joe Hines, Larry Horrigan, Cori Ivens, Erika Loveland, Meghan Williams and Michael Worline.

Full size …

Technology Then And Now 1: Technology Then And Now, Fort St. Joseph Archaeological Project

Fort St. Joseph Archaeological Project

Archaeologists employ technology to learn how goods were made and used at Fort St. Joseph in the eighteenth century.

Technology Then and Now was developed by the students (Nicole Aquino, John Campbell, Patrick Dwyer, Abby Floyd, Jacob Kowalczyk, Allie Lewis, Amanda Owens, Brendan Sapato, and Callisto Wojcikowski) in the Museum Studies class (HIST 4080) at Western Michigan University under the direction of Professor Michael Nassaney. The research, contents, and design of the exhibit were made possible through the support and assistance of Christina Arseneau, David Brose, Mary Ellen Drolet, Joe Hines, Larry Horrigan, Cori Ivens, Erika Loveland, Meghan Williams and …

Technology Then And Now 2: Glass Beads, Fort St. Joseph Archaeological Project

Fort St. Joseph Archaeological Project

People at Fort St. Joseph used glass beads to embellish their appearance in the eighteenth century.

Technology Then and Now was developed by the students (Nicole Aquino, John Campbell, Patrick Dwyer, Abby Floyd, Jacob Kowalczyk, Allie Lewis, Amanda Owens, Brendan Sapato, and Callisto Wojcikowski) in the Museum Studies class (HIST 4080) at Western Michigan University under the direction of Professor Michael Nassaney. The research, contents, and design of the exhibit were made possible through the support and assistance of Christina Arseneau, David Brose, Mary Ellen Drolet, Joe Hines, Larry Horrigan, Cori Ivens, Erika Loveland, Meghan Williams and Michael Worline.

Full …

Technology Then And Now 5: Birch Bark Canoes, Fort St. Joseph Archaeological Project

Fort St. Joseph Archaeological Project

Birch bark canoes were a technologically-sophisticated means to travel and transport goods during the fur trade.

Technology Then and Now was developed by the students (Nicole Aquino, John Campbell, Patrick Dwyer, Abby Floyd, Jacob Kowalczyk, Allie Lewis, Amanda Owens, Brendan Sapato, and Callisto Wojcikowski) in the Museum Studies class (HIST 4080) at Western Michigan University under the direction of Professor Michael Nassaney. The research, contents, and design of the exhibit were made possible through the support and assistance of Christina Arseneau, David Brose, Mary Ellen Drolet, Joe Hines, Larry Horrigan, Cori Ivens, Erika Loveland, Meghan Williams and Michael Worline.

Full …

Technology Then And Now 3: Building A House In New France, Fort St. Joseph Archaeological Project

Fort St. Joseph Archaeological Project

Fort St. Joseph buildings were constructed using Old World techniques and local and imported raw materials.

Technology Then and Now was developed by the students (Nicole Aquino, John Campbell, Patrick Dwyer, Abby Floyd, Jacob Kowalczyk, Allie Lewis, Amanda Owens, Brendan Sapato, and Callisto Wojcikowski) in the Museum Studies class (HIST 4080) at Western Michigan University under the direction of Professor Michael Nassaney. The research, contents, and design of the exhibit were made possible through the support and assistance of Christina Arseneau, David Brose, Mary Ellen Drolet, Joe Hines, Larry Horrigan, Cori Ivens, Erika Loveland, Meghan Williams and Michael Worline.

Full …

Partnerships 1: Community Partnerships In Niles, Fort St. Joseph Archaeological Project

Fort St. Joseph Archaeological Project

Community partnerships inspired by the Fort St. Joseph Archaeological Project have the potential for mutual benefi­ts when community groups collaborate around shared interests.

Partnerships 4: Anthropology And Education In The Niles Community, Fort St. Joseph Archaeological Project

Fort St. Joseph Archaeological Project

Western Michigan University (WMU) anthropology students have begun working with the Niles school system to identify potential opportunities for collaboration with the Fort St. Joseph Archaeological Project.

Partnerships 3: Building Bridges Between The St.Joseph River And Local Archaeology, Fort St. Joseph Archaeological Project

Fort St. Joseph Archaeological Project

Fort St. Joseph Archaeological Project (hereafter "the Project") has an ally among naturalists (experts and/or students of natural history) and recreational users of the St. Joseph River (fishermen, kayakers, and canoers).

Partnerships 5: Living History Partnerships At Fort St. Joseph, Fort St. Joseph Archaeological Project

Fort St. Joseph Archaeological Project

The living history community is a bridge between scholars and the public. Re-enactors and craftsmen bring history to life for the public through events sponsored by the Fort St. Joseph Archaeological Project , demonstrating 18th-century lifeways and animating archaeological discoveries.

Partnerships 6: Partnering With The Pokagan Band Of Potawatomi, Fort St. Joseph Archaeological Project

Fort St. Joseph Archaeological Project

Western Michigan University anthropology students and citizens of the Pokagon Band have begun to identify areas of shared interest that can be pursued in building a relationship to create more inclusive histories in the St. Joseph River valley

Fort St. Joseph Archaeological Project 2016 Annual Report, Michael Nassaney

Fort St. Joseph Archaeological Project

This year the Fort St. Joseph Archaeological Project continued to build upon its foundations and develop new research, teaching, and public outreach activities directed towards the study of the fur trade and colonialism in southwest Michigan. The Project is a collaboration between Western Michigan University (WMU) faculty and students, the City of Niles, the Fort St. Joseph Archaeology Advisory Commission (FSJAAC), interested stakeholders, supporters, members, and community volunteers in the greater Niles community.

The Bill Of Rights: What Does It Say?, The U.S. National Archives And Records Administration

Pandemic Response and Religion in the USA: Law and Public Policy

No abstract provided.

Fort St. Joseph Post - Spring 2016, Michael S. Nassaney

Fort St. Joseph Archaeological Project

We hope you enjoy this issue of the Fort St. Joseph Post, filled with information about current activities that are being conducted under the auspices of the Fort St. Joseph Archaeological Project, a partnership between the City of Niles and Western Michigan University. As you can see, students, staff, faculty, and volunteers are busy investigating, interpreting, and promoting the archaeology of Fort St. Joseph, one of the most important French colonial sites in the western Great Lakes region. We are regularly present at professional conferences, community events, and other venues sharing information about the fort and inviting the public to …

5: Project History, Fort St. Joseph Archaeological Project

Fort St. Joseph Archaeological Project

Investigations at the long lost fort were begun in 1998 by WMU archaeologists.

2: Fort History, Fort St. Joseph Archaeological Project

Fort St. Joseph Archaeological Project

The French established Fort St. Joseph in the 1691 in present day Niles.

7: Public Archaeology At Fort St. Joseph, Fort St. Joseph Archaeological Project

Fort St. Joseph Archaeological Project

The Fort St. Joseph Archaeological Project practices community service learning.