Category Archives: Historical interpretation

Public Writing as Interpretation: Advice from the Editor of Public Humanities

Leave a reply

One of the most important roles museums play is sharing scholarship with the public—and it’s also one of the hardest. We are often asked to interpret complex events that unfolded over decades and involved many people, and in the process we rely on shorthand that makes sense to other scholars but not always to our visitors. Words like contextualize, agency, material culture, or periodization can quickly create distance rather than connection. Too often, we respond by simply “simplifying” academic work, when what we really need is something more ambitious: a distinct, rigorous form of interpretation designed specifically for public audiences.

In “How to Do Public Writing,” Jeffrey R. Wilson—director of the Harvard Law School Writing Center—offers a timely corrective: public writing is not scholarship “lite,” but a different craft altogether, one that requires clarity, narrative discipline, and deep respect for audience. Wilson is also the editor-in-chief of the new open-access journal Public Humanities, published by Cambridge University Press, and is currently developing a special museum issue—making his insights especially relevant for those of us working in museums and historic sites.

Wilson defines public writing as scholarship for people outside the academy—what he memorably calls “the folks we grew up with.” His premise is simple but urgent: as humanities education has declined and public trust in expertise has eroded, the responsibility for interpretation has shifted. Museums, libraries, and cultural organizations are now among the primary places where people learn how to make meaning from history, culture, and evidence. In this sense, public writing and museum interpretation are performing the same civic function.

Continue reading →

From Sites to Stories: Using ESRI StoryMaps to Interpret Women’s History in Washington, DC

Leave a reply

Digital tools do not automatically produce meaningful interpretation. What they can do—when used with discipline—is force clarity about audience, theme, and purpose. This is why I have begun using ESRI ArcGIS StoryMaps as a core interpretive platform in my graduate course CMST6307: Interpretation of Historic Sites at George Washington University.

This fall, students were commissioned—within a realistic professional scenario—to create StoryMaps interpreting the history of women in Washington, DC. Each project connected five or six historic sites through a coherent theme, tailored to a specific public audience. The results demonstrate how StoryMaps can function not as digital scrapbooks, but as public-facing interpretive products grounded in professional standards.

I’m incredibly proud of what they accomplished, but this isn’t a showcase of student work for its own sake. It’s a case study in how digital storytelling platforms can support the interpretation of historic sites and house museums.

A flowchart of the interpretive planning process used in my course and at Engaging Places, which starts with audience, content, and design.
Interpretive framework used in my interpretation course (and with my clients).

A Professional Product, Not a Classroom Exercise

The assignment was framed as a hypothetical consulting project for the White House Historical Association. Students were told: “The StoryMap should connect 5–6 historic sites through a coherent theme, tailored to a specific audience. It should demonstrate professional standards in historical research, interpretive writing, and digital design.”

From the beginning, the emphasis was not on technology, but on interpretation. Each student had to demonstrate the integration of three core elements: audience, content, and design.

Continue reading →

From Standards to Spectrums: Why Museum Practice Is Better Understood as a Matrix

Leave a reply

One of the things I keep returning to in my teaching and consulting is how much museum work actually lives along a spectrum—not in binary terms of success or failure, right or wrong, compliant or noncompliant.

This is one of the persistent challenges of working with professional standards. Standards are essential. They articulate shared values, define public trust, and help the field hold itself accountable. But by their nature, standards can imply an all-or-nothing logic: either you are doing the thing or you are not. And if you are not, that’s a problem.

Museum management, of course, is far more complex.

Museums and historic sites operate with widely varying levels of capacity, expertise, staffing, governance maturity, and external pressure. Boards change. Funding fluctuates. Crises intervene. Even within a single organization, some areas of work may be highly developed while others lag behind—not because of neglect or incompetence, but because of constrained resources and competing priorities.

Over time, I’ve become interested in how we might better describe and normalize that reality for the field—without lowering expectations or abandoning standards altogether.

Why a Matrix (Not a Scorecard)

In different contexts, I’ve heard similar tools described as rubrics, spectrums, continuums, or maturity models. In my own work, I’ve settled on calling this a matrix, for a very specific reason: it allows us to look across multiple areas of practice at once.

Once you do that, patterns start to emerge.

Continue reading →

A History Podcast Wins Big—And Offers Clues for Museums’ Future

Apple Podcasts recently named The Rest is History its Podcast of the Year, and in a December 4 interview on In Conversation from Apple News, hosts Dominic Sandbrook and Tom Holland reflected on why history is resonating so strongly today. Sandbrook argues that despite assumptions, young people are deeply interested in the past—provided it is presented through compelling stories and vivid characters. Academic historians, he suggests, sometimes struggle to reach broad audiences because they avoid narrative. For Sandbrook, stories of the Second World War, Greek myth, the Trojan War, and Rome endure because they are foundational to human identity.

Holland adds that today’s students confront unprecedented content pressures, but unlike earlier generations, they are no longer limited to school as the sole venue for learning. The internet has created a lifelong landscape for historical discovery—“an enormous seam of gold,” as he describes it.

Continue reading →

Eight Ways to Engage Visitors at Museums and Historic Sites

Move beyond what we tell visitors to what they actually do—and discover how eight types of experiences can deepen learning and meaning.

When we think about interpretation in museums and historic sites, we often focus on what we want to say—the stories, facts, and insights that bring history to life. But what if we focused instead on what visitors do?

That simple shift—from content to experience—changes how we design tours, exhibitions, and programs. It encourages us to move beyond “telling” and toward engaging, offering visitors a range of ways to learn, reflect, and connect.

Recently, I’ve been revisiting an idea from educational research called the Eight Learning Events Model, developed at the University of Liège in Belgium. It identifies eight ways people learn: receiving, imitating, practicing, experimenting, exploring, creating, debating, and reflecting. Although the language in their articles is academic (and a bit European in tone), the concept translates beautifully into the world of museums. With a little adaptation, I’ve reimagined these eight learning events as the “Eight Ways to Engage Visitors.”

A Spectrum of Engagement

At one end of the spectrum, visitors receive information. They listen, read, or watch as museums provide structure and context—through a guided tour, an introductory panel, or a short video.

The next few experiences—observing, practicing, and experimenting—invite more active participation. Visitors watch a demonstration, try out a skill, or test how something works. These steps increase a visitor’s sense of agency. The museum moves from telling to showing to inviting.

Continue reading →

When “Accuracy” Means Ideology: A Closer Look at the Heritage Foundation’s Historic Sites Guide

The Heritage Foundation’s new The Heritage Guide to Historic Sites: Rediscovering America’s Heritage promises to help Americans find “accurate” and “unbiased” history at presidential homes and national landmarks. Presented as a travel and education tool for the nation’s 250th anniversary, the site grades historic places from A to C for “accuracy” and “ideological bias.”

At first glance, it looks like a public service. But a closer look reveals that even when Heritage cites “evidence,” its historical reasoning exposes deep methodological and ideological flaws.

The Appearance of Evidence

The Heritage Foundation awards James Madison’s Montpelier in Virginia a C for historical accuracy, claiming the site shows a “notable lack of focus on James Madison” and that:

Continue reading →

Rethinking Timelines: How Women’s History Can Reframe the Past

The timeline is one of the most familiar tools in our interpretive toolkit. It helps us organize facts, identify turning points, and connect events over time. Yet the decision of what to include or exclude shapes the story we tell. Most timelines highlight wars, political milestones, or technological achievements. For many women, those events barely touched their daily lives.

As historian Joan Kelly famously asked, “Did Women Have a Renaissance?” Her answer revealed that what was celebrated as a golden age for men was, in fact, a period of restriction for women. That same question can and should be asked at every historic site: Did women’s lives improve or decline during the turning points we highlight? Or were their defining moments entirely different?

Reimagining the Timeline

What if, instead of centering wars and political leaders, we built timelines around women’s legal rights, economic opportunities, or access to education and institutions?

Continue reading →

From Julia Child to Lowriders: Interpreting History at the Smithsonian on the Eve of a Shutdown

Although the federal government shutdown has started, the Smithsonian museums will remain open at least through Monday, October 6. Despite the media’s attention on 12:01 am on October 1, shutdowns don’t happen immediately because stopping a huge bureaucracy takes time, plus each agency has to determine who will be furloughed and who is essential—that’s why air traffic controllers keep working at airports but not educators at museums. Secondly, agencies can use private funds to continue operating, which is why the Smithsonian can keep the doors open a few more days.

I was fortunate to visit the National Museum of American History on September 30 with my “Interpreting Historic Sites and House Museums” course at George Washington University. For a couple of hours, my students analyzed the interpretation in two exhibitions that included historic buildings: Food (featuring Julia Child’s kitchen) and Within These Walls (featuring the 1750s Ipswich House, the largest object in the collection). They did a terrific job uncovering topics and themes, discussing how women are represented, and the assessing the use of objects.

Continue reading →

Carrying the American Revolution in a Name

“My name is my identity and must not be lost,” declared abolitionist and suffragist Lucy Stone. Her words remind us that names are more than just labels. They tell stories, carry history, and hold cultural significance. They shape how we see ourselves and how others see us. The act of naming—whether giving, changing, or choosing a name—can express individuality, family ties, culture, faith, or resistance. Moreover, it is a deeply personal act, yet also public. A name declares: this is who I am.

As the United States marks the 250th anniversary of its Revolution, historic house museums have a unique opportunity to reflect on the women of their sites—especially those interpreting the nineteenth century. How were their names connected to individuals of the founding era? How important was it for women to assert ties to that legacy?

For women in the nineteenth century, marriage customarily submerged female identity under a husband’s surname. Often, that is where the trail seems to end. Yet some women found ways to hold onto their maiden or ancestral names—an intentional act of memory-keeping that linked them to Revolutionary roots and preserved family history across generations.

Doing History Through Names

Continue reading →

Navigating Community Engagement in Museums in a Charged Political Climate

I attended a timely and thought-provoking session at this year’s AASLH Annual Meeting called Bridging Divides: Navigating Challenging Histories Through Community Engagement on September 13. It gathered five panelists—Angela O’Neal, Columbus Metropolitan Library, Columbus, OH; Rebecca Asmo, Ohio Humanities, Columbus, OH; Jason Crabill, Decorative Arts Center of Ohio, Lancaster, OH; Kaitlyn Donaldson, Lorain Historical Society, Lorain, OH; Doreen Uhas-Sauer, Rickenbacker Woods Foundation, Columbus, OH—who shared practical advice for how museums and historic sites can continue doing meaningful work in an era of heightened scrutiny, political pressure, and declining trust. I want to share my notes here, not as a verbatim report, but as highlights of ideas that struck me as especially useful for our field.

Protecting Institutions While Advancing Mission

The panel emphasized that today’s environment did not emerge overnight, so institutions can look to history and the humanities for guidance. Two watchwords were don’t obey in advance and don’t over-comply. When regulations restrict action—such as a requirement to remove feminine hygiene products from restrooms—organizations can comply while still serving their audiences by relocating them to staffed areas. Institutions should avoid inviting unnecessary trouble, ensuring content is evidence-based, factual, and defensible. Even the naming of grants matters: choose descriptive, straightforward titles rather than attention-grabbing language that might provoke critics.

Building Credibility Through Storytelling and Relationships

Telling concrete, factual stories is essential. Because American history is often taught as headlines rather than complex narratives, museums must provide depth while remaining accessible. Community review of working drafts helps ensure relevance and reduces backlash. Listening for common ground creates ownership and fosters support. In some cases, reframing exhibits as art rather than history opens doors to difficult conversations. Festivals, events, and everyday relationship-building are as important as the exhibits themselves.

Continue reading →