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Historic Preservation Home > Syllabi > 100 Level Courses > HISP 102-02 Preserving Historic America

UNIVERSITY OF MARY WASHINGTON
DEPARTMENT OF HISTORIC PRESERVATION
HISP 102-02 PRESERVING HISTORIC AMERICA

Dr. Elisabeth Sommer
129 Combs Hall
654-1310 (office)
Office Hours TR 3:30-5
                        W 10:30-11:30

You are about to embark on adventures on historic preservation.  This course is the companion course to HISP 101 which introduces the history of archaeology and architecture in America.  HISP 102 focuses on the history and process of historic preservation with an overview of the fields of museum studies, preservation law and planning, and folklore.  In other words, it covers the whys and hows of preserving America’s physical and cultural heritage.  Although it functions as a companion course, students do not need to have taken HISP 101 in order to succeed in HISP 102.

In the course of our adventure we will consider how communities, states, and federal government agencies work together (or sometimes don’t) in the preservation process.  We will study both concepts behind preservation and their “real world” application.  Along the way we will explore the forces that have shaped both professional and private preservation initiatives, and discover new challenges.  You will also have the opportunity to try your hand at some “real world” preservation activities through class assignments.    

Reading Assignments
This course has only one required text: Robert E. Stipe ed. A Richer Heritage: Preservation in the Twenty-First Century.  Chapel Hill and London: Univ. of North Carolina P. 2003
Other required readings will be posted on Blackboard, as will details of assignments and test guidelines.  Information on the assigned readings is given in the syllabus.

It is imperative that all reading assignments be completed before the class meeting for which they are assigned.

Writing Assignments
There will be three projects for which you will need to write short (3-4 page) papers.  In all cases these are to be clearly organized, using proper spelling and grammar.  Where necessary you can use either end notes or foot notes to cite sources.  No bibliography is required, but the notes should give the full citation, including page numbers.  Please note that two out of the three will require time off campus (“field work”) and plan accordingly. The projects will consist of a comparative block survey, an oral history of a house’s architecture and use, and a report on a case hearing before the local Architectural Review Board.  Details will be given in class and on Blackboard.  

All writing assignments must be completed to pass the course.

Grades
Evaluation of course progress will consist of class participation, particularly on discussion days, the three assignments, two exams and a final.  These will be broken down as follows:

Discussion: 10%
First Exam 10%
Second Exam 15%
Assignments 45% (15% each)
Final Exam 20%

And now for the details…

Introduction to Preservation

Jan. 13: Introduction to class: overview of preservation whys and hows

Jan. 15: Ideals, Players, and Structures (A Richer Heritage pp.1-20 and 23-34)

Jan. 20: Background for First Assignment: Documentary Sources for Preservation Research (Norman Tyler, An Introduction to Historic Preservation pp.97-105; start reading “Inventing a House Undivided”—see below) both on Blackboard

The Development of Preservation: the Role of Museums

Jan. 22: Case Study: Mount Vernon, Gender and Politics (discussion of “Inventing a House Undivided” in Patricia West, Domesticating History: the Political Origins of America’s House Museums) on Blackboard

Jan. 27: The Society for the Preservation of New England Antiquities vs the Metropolitan Museum

Jan. 29: Williamsburg and Greenfield Village: Preserving an Ideal America (“Visiting the Past: History Museums in the United States” pp. 1-20 in Mike Wallace, Mickey Mouse History and Other Essays on American Memory) on Blackboard

Feb. 3: The Uncertain Fate of America’s House Museums (discussion of Richard Moe, “Are There Too Many House Museums?” and Gerald George “Historic House Museum Malaise” in Forum Journal vol.16 no.3, 2002) on Blackboard

Threats and Reactions: Theft, Urban Renewal, and Suburban Sprawl

Feb. 5: Archaeology and the National Park Service, from the Antiquities Act to NAGPRA (reading TBA)

Feb. 10: Building Modern America: Urban Renewal and the Destruction of the Past

Feb. 12: First Exam

Feb. 17: The Call to Arms: the National Historic Preservation Act of 1966 and its Impact (Richer Heritage pp.35-43 and 322-326; NHPA sections 1 and 2 http://www.achp.gov/NHPA.pdf ) In addition to the assigned reading, scan the designation for each section of the Act (found at the beginning of the section) identify its function, and bring this list to class.

Feb. 19: The Threat Continues: Suburban Sprawl—video “Back Against the Wal” First Assignment Due

Preservation on the Ground

Feb. 24: How it Works: the Federal Government and Section 106 (Richer Heritage pp.45-67; www.achp.gov/work.106.html )

Feb. 26: How it Works: the Responsibilities of the State Historic Preservation Office(r) (Richer Heritage pp.97-116)

Mar. 3: SPRING BREAK!!!

Mar. 5: We’re still on SPRING BREAK!!!

Mar. 10: Challenges and Controversies: Preservation Law and Public Policy (Richer Heritage pp.157-184)

Mar. 12: Archaeology: the Historic Preservation Stepchild? (Richer Heritage pp.253-270)

At the Heart of the Matter: Local Preservation

Mar. 17: Case Study: Old Salem, a Community Effort (discussion of Frances Griffin, Old Salem: an Adventure in Historic Preservation Chapters 1-3) on Blackboard

Mar. 19: Planning and Historic Districts (Richer Heritage pp.121-140)

Mar. 24: Guest Speaker on Preservation in the Fredericksburg Area (Richer Heritage pp.313-322 and 327-342)

Mar. 26: Restoration, Rehabilitation, Reconstruction—video “Block by Block: Neighborhood Revitalization” Second Assignment Due

Mar. 31: Second Exam (hey, at least it didn’t fall on April 1)

Apr. 2: Background for Third Assignment: The Secretary of Interior Standards (“The Secretary of the Interior’s Standards for Treatment of Historic Properties” www.nps.gov/history/hps/tps/standguide/ ; “The Secretary of the Interior’s Standards for Rehabilitation” www.nps.gov/history/hps/TPS/tax/rhb )

Apr. 7: Field Trip! (for Group One; Group Two has the day off—use it wisely, do the background research for your third assignment)

Apr. 9: Field Trip! (Group Two’s turn—Group One ditto above)

Preservation in a Broader Context

Apr. 14: Preserving the Rural Landscape (Richer Heritage pp.187-202 and 215-222)

Apr. 16: Preserving the “Forgotten” Stories: Issues of Race and Ethnicity—well you knew it was coming (Richer Heritage pp. 385-404; explore the following websites www.tenement.org and www.weeksvillesociety.org )

Apr. 21: Preserving Folklife and Intangible Culture (Richer Heritage pp.423-438; explore the following websites www.penland.org and www.folkschool.com –pay special attention to the sections on the history of each organization)

Apr. 23: Perspectives on International Preservation (Richer Heritage pp.353-56 and pp.367-382) Third Assignment Due

Final Exam for 9:30 Class:  April 28, 8:30-11:00 (ouch!)

Final Exam for 11:00 Class: April 30, 12:00-2:30