Telling the Stories: Planning Effective Interpretive Programs for Properties Listed in the National Register of Historic Places

64 Pages·2000·4.9 MB·English

by  Thomson, Ron, Harper, Marilyn

I 29.76/3:ST 7
NATIONAL REGISTER
BULLETIN
ical information on the National Register of Historic Places:
evaluation, registration, and preservation of cultural resources
*.,* U.S. Department of the Interior PUBLIC DOCUMENTS
Sal National Park Service DEPOSITORYITEM
Cultural Resources
NOV
6 2000
CLEMSON
LIBRARY
TELLING THE STORIES:
Planning Effective Interpretive Programs for Properties Listed
in the National Register of Historic Places
The mission of the Department of
Interior is to protect and provide
access to our Nation's natural and
cultural heritage and honor our
trust responsibility to tribes.
The National Park Service
preserves unimpaired the natural
and cultural resources and values
of the National Park System for
the enjoyment, education, and
inspiration of this and future
generations. The Park Service
cooperates with partners to
extend the benefits of natural and
cultural resource conservation and
outdoor recreation throughout
this country and the world.
This material is partially based
on work conducted under a
cooperative agreement with the
National Conference of State
Historic Preservation Officers
and the U.S. Department of
the Interior.
NATIONAL REGISTER
BULLETIN
TELLING THE STORIES:
Planning Effective Interpretive Programs for Properties Listed
in the National Register of Historic Places
BY
RON THOMSON
New
Interpretive Consultant, Oneonta, York
and
MARILYN HARPER
Historian, National Park Service
U.S. DEPARTMENT OF THE INTERIOR, NATIONAL PARK SERVICE
National Register, History and Education
2000
Digitized by the Internet Archive
in 2012 with funding from
LYRASIS Members and Sloan Foundation
http://archive.org/details/tellingstoriesplOOthom
TABLE OF CONTENTS
ACKNOWLEDGMENTS
5
INTRODUCTION
I. 6
HISTORIC PRESERVATION AND EDUCATION
II. 8
THE NATIONAL REGISTER OF HISTORIC PLACES
III. 11
IV. WHAT IS INTERPRETATION? 12
Case Study 1. Noble Hill School, Bartow County, GA 13
PLANNING FOR INTERPRETATION
V. 14
Case Study 2. Stratford Hall, Westmoreland County, VA 15
Case Study 3. Chippiannock Cemetery, Rock Island County, IL 17
NY
Case Study 4. Swart-Wilcox House, Otsego County, 18
Case Study 5. Lozvry Ruin, Montezuma County, CO 21
VI. WAYS TO TELL THE STORIES 23
Interpretation Presented by People 23
Talks and tours 23
MN
Case Study 6. Split Rock Lighthouse, Lake County, 25
Case Study 7. "Buffalo Tours" 26
Curriculum-based field studies for school groups 26
Case Study 8. Santa Monica Mountains National Recreation Area,
Los Angeles and Ventura Counties, CA 27
Living history 27
Case Study 9. Three Historic Places Use Living History 28
Drama 28
Case Study 10. "Steps in Time" 29
Festivals and special events 30
NY
Case Study 11. Stuyvesant Falls Mill District, Columbia County, 31
MA
Case Study 12. Boston Manufacturing Company, Middlesex County, 32
Workshops, seminars, discussions, debates 32
MA
Case Study 13. Lowell National Historical Park, Middlesex County, 33
Case Study 14. "Civil War Weekend" 34
Case Study 15. "Downtown is a Classroom" 34
Interpretation Not Presented by People 35
Publications 35
Case Study 16. Rack Cards 35
Case Study 17. Monticello, Albemarle County, VA 36
MT
Case Study 18. U.S. Forest Service Remount Depot, Missoula County, 37
Case Study 19. City ofRochester Publications Series 37
Newspapers and magazines 37
Educational materials 38
Case Study 20. PARTNERS ... 38
Case Study 21. Teaching with Historic Places 39
MD
Case Study 22. Monacacy Battlefield, Frederick County, 39
Indoor exhibits 40
Case Study 23. Cahokia Mounds, St. Clair County, IL 41
Outdoor exhibits and signs 42
Case Study 24. Historic Route 66 in Arizona 42
Case Study 25. City Walk 43
Case Study 26. Visually Speaking 44
Audio visual materials 45
NY
Case Study 27. Kingston Stockade District, Ulster County, 45
Case Study 28. Gaslamp Quarter Historic District, San Diego County, CA 46
Case Study 29. Oakland Point Historic District, San Francisco County, CA 46
Electronic media 47
Case Study 30. Pickett's Mill Battlefield Site, Paulding County, GA 48
Case Study 31. Discover Our Shared Heritage Travel Itinerary Series 48
Case Study 32. Fort Sumter National Monument, Charleston County, SC 49
WHERE TO TURN FOR HELP
VII. 50
National Register of Historic Places 50
National Register Bulletins 50
Bibliography 51
Interpretation 51
Telling the whole story 52
Interpretive planning 54
Funding 54
Interpretive media 55
Educational materials 55
Evaluation 57
Reference works 57
Organizations 57
Consultants 60
ACKNOWLEDGMENTS
Thisbulletin would nothave This publication hasbeen pre-
been possible withoutthe help of pared pursuant to the National
the many interpreters,both inside Historic PreservationActof 1966,
and outside ofthe National Park asamended, which directs the
Service, who provided us with Secretary ofthe Interior to develop
information about theirprograms. and make available information
We received many more examples concerning historic properties. This
than could possibly fitinto a single National Register Bulletin was
publication. Choosingwhich ones developed under the general
to usewasa challengingassignment. editorship ofCarol D. Shull, Keeper
We wantto thankeveryonewho ofthe National RegisterofHistoric
responded to ourrequestforex- Places. Beth L. Savage, architectural
amples. You all have ample reason historian, National Register of
to take pridein yourwork. Historic Places, is responsible for
The authors gratefully acknowl- publicationscoordination. Sarah
edgetheassistanceoftheircolleagues Dillard Pope provided editorial and
at the National Register ofHistoric technical support. Comments on
Places, National ParkService, espe- this publication shouldbe directed
ciallyCarol D. Shull, Keeper ofthe totheKeeperoftheNationalRegister
National RegisterofHistoric Places; ofHistoric Places, National Register,
the National Conference ofState HistoryandEducation,NationalPark
Historic Preservation Officers; Service, 1849 C Street, NW, Suite
and the Interpretation Division, NC400, Washington, DC 20240.
National ParkService, particularly
SandyWeber, who played a central
role gettingus started. Antoinette
Lee, Heritage Preservation Services
Program, wrote large sectionsin the
historicbackground section. Kathy
Tevyaw, Boston Support Office,
National ParkService, and Elizabeth
Hoermann, Lowell National Park,
National ParkService, provided
thebibliography on educational
resources. Marie TylerMcGraw,
ParkHistory,NationalParkService,
contributed the list ofreferences on
tellingthewhole story. Beth Boland,
National RegisterofHistoric Places,
and Marty Perry, KentuckyHeritage
Council, provided thoughtful and
extremely helpful comments.
INTRODUCTION
I.
Our nation's history lives on in its a central role in American life in places we care aboutwill survive
historic places. Places where history the 19th and early20th centuries. to educate future generations.
happened are powerful witnesses to Places related by location reveal the Historic places that are valued will
the realityofpast events, individual histories and collective aspirations of be preserved.
achievements, dramaticchange, and whole communities. How communi-
past lifeways. Independence Hall, in ties interacted with one another THE PURPOSE OF
Philadelphia, Pennsylvania, or the through cooperationorconflictcan THIS BULLETIN
USS Arizona Memorial, in Honolulu, tell us much about regional, or
Hawaii, linkus to great moments in even national, values. We need to Thisbulletin is intended to help
ourcommon past. The mysterious know that they existand will con- individuals and organizations de-
cliffdwellings ofthe Southwestawe tinue to exist forfuture generations. velop effective programs to convey
uswith theirhauntingimages ofthe The stories oftens ofthousands of the meaningofhistoric places to
remote past. Restored historic these places are documented in the the public usingthe information
houses and gardens and tree-lined, —National RegisterofHistoric Places in National Register registration
turn-of-the-century neighborhoods stories about people, the places documentation and othersources.
seem to represent thebeautyof theycame from, the reasons they Groupswhich might find ituseful
America atitsbest. Otherplaces came, the lives theyled, theirwork, include not only museums and
teach us aboutpastcontradictions their families, and theirconnections historic sites,butalso local historical
and struggles thatwe dare not with othermembers ofthe commu-
societies, schools, historic property
forget. The Civil Warbattlefield at nityand with the outside world. owners (including non-profit organi-
Gettysburg, Pennsylvania, now In manycases, these stories were zations), chambers ofcommerce,
green and peaceful, reminds us that unknown until research undertaken local civic orimprovement organiza-
oursociety has often been divided in preparation for nominating the tions, planningor preservation
byconflict, and that thosewholived places forlistingin the National commissions, architectural review
in the past faced decisions no less Register revealed them. boards, Main Street programs,
difficult than the oneswe face today. Most ofthese places do notspeak private developers taking advantage
Historic Central High School (now tous directly. Their stories need to ofthe investment tax credit, down-
Little RockHigh School) inLittle be "interpreted" before people can town revitalization groups, and local
Rock,Arkansas, whichbecame a understand them. The language or state tourism offices.
national symbol ofthe controversy they speakneeds tobe translated in
Tellingthe storiesofhistoricplaces
over school desegregation in the order tocommunicate clearly. Many to the public can expand under-
1950s, remains a pivotal landmark historic places are already seeking
standingofthe mission offederal,
in the storyofthe Civil Rights ways to share their stories with the state, local, and tribal governments
Movement. public. Others have notyet gone
— strivingto protect historic proper-
Most historic places represent the beyond the first step preparation ties, create support forhistoric
everydaylives ofordinary people. ofa National Register nomination preservation efforts, make private
Small country schoolsinWashing- form. Ifthe stories discovered in preservation projects more profit-
ton state recall the homesteaders of the course ofobtainingNational able, encourage individual initiative
thelate 19th century, who uprooted Registerlistinggo no further than in protectingaspects ofa com-
theirfamilies to settle in remote and the National Registerarchives, they munity's heritage, and, in the pro-
isolated areas. Factories in eastern are fulfillingonly part oftheir poten- cess, improve the quality oflife in
cities testify to generations ofnew tial. We have an obligation to com- and even the chances ofsurvival of
Americans laboringlong hours to municate the powerful stories these communities nationwide. The ulti-
make lives for themselves and their places have to tell to the public. mate goal is to ensure that the past
families. Both lovinglyrestored train Onlyin this way can weinspire the lives on as a vital and living part of
stationsand abandoned rail yards passion, commitment, and action American communities. Listing in
document the railroads that played that is necessary to ensure that the
the National Register plays an
important role in achieving that
goal. Using the information in
National Register documentation
to convey the meaningofhistoric
places to the public can continue
thatcontributionafter the property
islisted. Without the understanding
and commitmentofthe general
public, none ofthese effortsulti-
matelycan hope to succeed.
Thebulletin is organized in six
major sections. The first addresses
the long-standingrelationship
between historic preservation and
education. The second section
discusses the role ofthe National
Register. The third section defines
interpretation for the purpose of
thisbulletin. The fourth outlines a
simple planning process fordevel-
opingeffective interpretation
programs. This will provide a
frameworkfor selecting the most
appropriate interpretive media from
the examples identified in the fifth
section. Each topic discussed here
hasbeen studied by specialists
within the growingfield ofinter-
pretation and interpretive planning.
The final section provides a listof
places to go forfurtherinformation.
Examples ofexcitingand innovative
interpretive programs are given
throughout thebulletin.
HISTORIC PRESERVATION
II.
AND
EDUCATION
Educationis and always has been history ofthe earliestinhabitants of The conception which under-
central to historic preservation in the NorthAmerica.Inthe1920s,residents lies the whole policyofthe
United States,bothas a means and in some ofAmerica's oldest cities, National ParkService in con-
as an end. From thebeginningofthe such as Charleston, SanAntonio, nectionwith [historical and
historic preservation movement in and New Orleans, learned to see archeological] sites is that ofusing
the mid-19th century to the present, their old citycenters as historic and the uniquely graphic qualities
we have cared about preserving architectural urban environments which inhere in anyarea where
historic placesbecause they teach us thatdeserved tobe protected. stirringand significant events
and ourdescendants aboutwhowe During the New Deal years, have taken place to drive home to
are and wherewe came from. But the new activism inWashington, the visitor the meaningofthose
wealso have had to teach those reinforced by a sense that much of events showingnotonly their
responsible for management deci- America's pastwas rapidly vanish- importance in themselvesbut
sions to value these places. Although ing, encouraged the Federal theirintegral relationship to the
our definition ofhistoric places has Government to take a central role whole history ofAmerican devel-
changed over the years and the in preservation. The National Park opment. In otherwords, the task
lessonswe thinkwe can learn from Service (NPS), whose mission is tobreathe thebreath oflife into
them have changed as well, we still included historic places when it American history for those to
must provide opportunities for the was created in 1916, tookthe lead whom it hasbeen a dullrecital of
public to gain an appreciationof in this movement. In the 1930s,it meaningless facts-to recreate for
historic places. This appreciation is acquired numerous historical parks the average citizen somethingof
the key to their preservation. in the East to complement the great the color, the pageantry, and the
The earliest ofAmerica's historic national parks in the West. dignityofournational past.1
places tobe preserved, such as Congress ratified this new leader-
Independence Hall in Philadelphia, ship role in the Historic Sites Act of The National Historic Preserva-
Mt. Vernon in Virginia, and the 1935. This legislation assigned the tionActof 1966, a keyelementin the
Hermitage in Tennessee, were val- NPS responsibility for surveying present frameworkforhistoric pres-
ued fortheirassociation with the historic and archeological sites, ervation in this country, expanded
greatmen oftheAmerican pastand buildings, and properties ofnational the definition ofwhat constituted a
as shrines thatcould teach patrio- significance associated with major historic place still further, while reaf-
tism at times when the country themes ofAmerican historyand for firming the importance ofeducation.
seemed threatened by sectional developingeducational programs to It also assigned responsibility for
divisions ordisruptive change. In provide the public with information protecting the nation's heritage toa
the late 19th and early20th centu- about these places. This survey has new partnership, which included all
ries, the definitionbegan to expand. evolved into the present National levels ofgovernment and the private
The greatbattlefields ofthe Civil Historic Landmarks Survey, which sector, with the National ParkSer-
Warwere set aside to preserve the recognizes properties significant vice retainingits central role in that
memories ofthe men who fought to theAmerican nation as a whole. partnership. The National Register
and died there. Architects ofthe ForVerne Chatelain, NPS chief ofHistoric Places, established by the
Colonial Revival learned to appreci- historian at the time ofthe passage 1966Actand administeredby the
ate America's earliest buildings for ofthe Historic SitesAct, historic NPS, extended federal recognition
thebeautyoftheir design. Archeolo- places were mostvaluable for teach- beyond nationally significant
gists and travelers to the western ing the public about"stirringand properties to those thatwere impor-
statesbecame fascinated with the significant events": tant to states or communities. This
spectacularruins that testified to the