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CPAC-Cyprus, ACE Goes to Washington
Page 2
 

PART B - looking further at ACE … (& relating to the Summary in Part A.)

 

1. Coin Identification and related History Study – ACE started out in 2001 with 14 schools, and offered this single program, but we spent many hours compiling an array of curriculum resources for our teachers. Within a couple of years, we were enrolling 100 + schools and were expanding our programs into new areas. Here we show just a few of the documents which our ACE our ACE teachers receive. Plus we offer a broad array of coin identification aids and historical background on our website at www.ancientcoinsforeducation.org

 

 

 

2. Student contests – winning ancient coins….
Starting in Spring 2002 our ACE Essay Contests became an integral part of the ACE program with students from across the U.S. and Canada competing for ancient coin prizes in Junior, Intermediate and Senior categories.
Essay subjects have included:
Letter from the Frontier / The wide World of Roman Trade
/ Animals in the Roman World / The world of the Roman
Provinces / And they call us Barbarians!……Plus, the
annual Roman History Essay choosing an Imperial subject


Academic Year 2005-06 saw the introduction of Image Contests - these are in a formula simple for teachers to use and correct - we give an image and ask a question about it designed to elicit an answer of only a word or two (we give the teachers the correct answers). These contests have proved most popular and adaptable to a variety of topics… not just coins but ancient culture and history. They are open to students of all ages.

3. School Ancient Coin Museums
Our ACE Ancient Coin School Museums do not follow a set formula. We encourage each teacher to adapt his or her own Museum in a way that suits the class.


ACE Museum displays in 2006 at the American Classical League
 

 

4. ACE and its veteran teachers branch out into other, non-Roman ancient coins.

 

ACE is Branching out in new teaching directions

Exploratory Latin courses in some states taught by general Foreign language teachers, benefit from the inclusion of Roman coins and teaching aids.

 

5. Archaeological Simulation

ACE's Students are taught respect for, and care of, the artifacts of the past

 

6. ACE has a growing involvement in general Educational and classical workshops. After 6 years, Ancient Coins for Education has now shown educators at large and classicists in particular, the value of genuine ancient coins in promoting the study of history and the classical past. These workshops and seminars include :

 

* Presentations by ACE Directors and Teachers at numerous Classical conventions from 2002 onwards.
* Mark Lehman of ACE introducing hundreds of students attending the National Junior Classical League to ancient coins and their fascinating history.
* Cathy Scaife of ACE - veteran presenter (since 2003) of ancient coins at the Coins in the Classroom Summer Seminar at the ANA in Colorado.
* Susie Scoppa of ACE – presenting at the Winter Special Seminar run by the ANA.
* Scott Uhrick of ACE presenting at various schools in NY and CT to show ancient coins & artifacts and how they show the development of the various ancient cultures.
* Mark Lehman of ACE arranging generous ACE donation to and numismatic oversight of innovative AL Teacher project involving circulation of chosen sets of ancient coins to local public schools.
* ACE’s Zee Ann Poerio, Scott Uhrick and John Ryan giving a workshop on ancient coins at 2006 American Classical League.
* Books plus Coins lists compiled by Souzana Steverding on ACE site to help teachers and parents tie coins to historical situations to increase study of the past.
* Zee Ann Poerio invited, following great interest in ACE workshops with the ACL and PCA, to exhibit at the Classical Association of the Atlantic States (CAAS)
* ACE’s Scott Uhrick’s and Kevin Ingleston’s present project to set up an Ancient Coin Travelling Museum for circulation amongst the ACE educators who wish to increase their students’ appreciation of history.
* A Special Introduction for “Exploratory Latin programs” in various states through the use of common Roman coins being prepared by ACE’s Souzana Steverding, Faye Peel and Anne Pearson in response to an educator’s request
* Zee Ann Poerio & Leslie Perkins of ACE invited to give a special seminar to attendees at the Americal Classical League Annual Convention in summer 2007.

ACE’s Mark Lehman invited by Professor Howard to Classical teacher Seminar in AL. Over 20 teachers attended and were introduced to the basics of understanding and teaching with Ancient Coins. . Nearly 20 graduate students attended an afternoon session on classroom strategies.

 

7. Outreach means involving everyone –

The ACE Traveling Museum (or ATM for short) is a set of ancient coins designed to offer classrooms which don't have access to a ACE-sponsored mentor an opportunity to handle a variety of ancient coins. Composed of coins donated by members of the ancient coin collecting community, the ATM consists of a boxed set of coins and documentation which can be safely mailed to teachers participating in the ACE program. After a week or so the coins are returned to ACE, ready to be sent to another classroom.

In an effort to include the heritage of as many students as possible, the ATM contains coins from many cultures. Ancient Roman, Greek, Bactrian, Persian, Egyptian, Chinese, Arabian, Islamic, and Byzantine coins are all supplied in the ATM. Thanks to the generosity of America's collectors of ancient coins and the hard work of Ancient Coins for Education, students can have the hands-on experience of touching history, and creative teachers can use this to spark discussion and interest in our collective ancient heritage.

8. And that includes teachers who receive awards and also take part in special contests and receive prizes !

 

ACE Teachers Cathy Scaife ( center) and Zee Ann Poerio (right) honored by members of the numismatic community.

 

In summation, we hope the members of the commission will have seen here what a few dedicated volunteers can accomplish with the addition of a simple, common and easily available ingredient – ancient coins – and that the results we achieve with these tangible links to the past are often far more compelling for students than those contained only in books and public museums. We sincerely hope that the commission will realize the chilling effect the proposed restrictions on that crucial ingredient – ancient coins – would have on the plenitude currently provided by free and legal trade in ancient coins, and the effect it would have on our efforts to enrich children’s education.

 

 
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