Category Archives: Historical interpretation

What Historic Sites Have Learned After 25 Years with ADA

This month marks the 25th anniversary of the Americans with Disabilities Act (ADA), which ensured equal access to persons with limited mobility, limited vision, limited hearing, and other disabilities. Shortly after this law was enacted in 1990, museums and historic sites were scrambling to figure out the consequences, especially the cost of installing ramps or hiring sign-language interpreters.

Much of it also revolved thinking bigger and realizing that improving access for the disabled would improve the experience for everyone. For example, lever handles replaced doorknobs, which makes it easier to open a door when you’re carrying a package; enlarging type and increasing contrast on exhibit labels makes them easier to read (which I really appreciated as I grew older); and integrating ramps and removing thresholds is nice for visitors in wheelchairs and for staff who are always hauling tables and chairs for events. For several years, professional associations hosted sessions and printed books to explain ADA to help museums figure out how to respond in an effective and thoughtful manner.

Little discussed, however, is that the US Department of Justice (DOJ) also investigated several museums and historic sites for Continue reading →

Interpretive Planning Workshop coming to Tennessee

AASLH Historic House Museum workshop at the Oaklands Museum, 2013.

On Monday, August 17, I’ll be leading a one-day workshop on interpretive planning for history museums and historic sites in Murfreesboro, Tennessee. Sponsored by the American Association for State and Local History, Humanities Tennessee, and the Tennessee Association of Museums, the workshop will layout effective strategies for interpreting history and the humanities at museums and historic sites, explain how to use StEPs as a model for standards and best practices, and show how to conduct a self-evaluation of interpretation in order to prioritize activities. It’ll be hot in Middle Tennessee but the workshop will be held in the comfortable and cool visitor center at the Oaklands Museum. Registration is $75 and $15 for members (you read that correctly–$15!) and includes lunch. To register or for more details, visit AASLH.org.

“State of the First Amendment” Survey Results Released by Newseum

The State of the First Amendment survey, conducted each year since 1997 by the Newseum Institute’s First Amendment Center, tests Americans’ knowledge of their core freedoms and samples their opinions on First Amendment issues of the day. The survey again found that most Americans are unable to name more than one or two of the five freedoms in the First Amendment —religion, speech, press, assembly and petition— and that one-third cannot name any of the five. Looks like a great opportunity for history organizations!

The 2015 survey questions also covered topics including the use of Confederate flags Continue reading →

Openluchtmuseum Requires Mental Gymnastics in Historical Interpretation

Telephone booth, 1933-1965.

The Openluchtmuseum, or Open Air Museum, in Arnhem in the Netherlands is one of the oldest outdoor/living history museums in the world. Opened in 1918, it preserves traditional and folk cultures by collecting vernacular buildings, furnishing them to specific periods, and using them to demonstrate historic crafts and skills. In the last decade, they’ve expanded these approaches by adding multimedia presentations along with interpreting the post-war period as part of an effort to create a national history museum interpreting the “Canon of the Netherlands” (the canon is a divergent idea worth investigating). In this post, I’ll examine their interpretation of the post-war period and in a later post discuss various unusual exhibition techniques.

At first glance, the Open Air Museum seems to be comprised of distinct clusters of farm buildings from a distinct region and time, where you can wander through houses and barns and watch someone in costume making brooms or working a plow. But the layering of history is complex and I found myself continually asking, “what time is it?” and “how are these things related?” to make sense of my visit. There are lots of historical anomalies, such as a 1960s phone booth in front of a 1910s train depot, but perhaps they’re not anomalies if you mentally reinterpret the scene by finding the overlapping period, such as the 1930s. These intellectual gymnastics don’t always work, but then again, the entire concept shaping the Open Air Museum allows for the artificial juxtaposition of historical places, times, and objects–which is what often happens in art museums and can also be bewildering (ever visit the Robert Lehman Gallery at the Met?)

The experience caused me to think hard about the role and purpose of interpretation Continue reading →

Hangout with Historians to Discuss the Nation’s Report Card

Discuss strategies to improve history education in our schools with people coming at it from different perspectives on Tuesday, July 7 at 12 noon (Eastern) in a Google Hangout co-hosted by the National Assessment Governing Board and the American Historical Association. It’s in response to the latest results of the Nation’s Report Card, which shows that many students lack a strong understanding of our nation’s history (as seen in the chart, scores have been flat for the past twenty years, and the conversation will explore ways that students can become more engaged and informed. Hmm, can historic sites and house museums play a role?

Participants include

Jim Grossman, executive director of the American Historical Association
Chasidy White, history and geography teacher at Brookwood (Ala.) Middle School and member of the National Assessment Governing Board
Judith Gradwohl, MacMillan associate director for education and public engagement at the National Museum of American History
Libby O’Connell, chief historian at the History channel
Frank Valadez, executive director of the Chicago Metro History Education Center

and the conversation will be moderated by Jessica Brown, contributing writer at Education Week.

To register or for more information, visit Why History Matters at the National Assessment Governing Board.

So Many Possibilities for Historic Sites at AASLH Annual Meeting

The American Association for State and Local History (AASLH) just delivered the preliminary program for its annual meeting, which will be held in Louisville, Kentucky from September 16-19, 2015. Obviously, the conference is centered around history but there are several sessions, workshops, and field trips that focus on historic sites and house museums, including:

Heritage Tourism in the 21st Century with James Stevens of ConsultEcon Inc., who recently studied the heritage tourism sector in Philadelphia
Restoration and Reconstruction: Fulfilling the Possibilities of a 21st Century Museum, a discussion about the reinterpretation of the Woodrow Wilson Family Home in South Carolina (also reviewed in the recent issue of the Public Historian and the Journal of American History; not to be confused with the Woodrow Wilson Boyhood Home in Georgia)
Old House, New Diverse Stories, a brainstorming session led by Ken Turino of Historic New England
An Untapped Resource: How to Locate and Use Legal Cases at Historic Sites, a session to learn how to mine legal case files to find compelling narratives for exhibits and programs
Interpreting Religion at Historic Sites, a discussion on leveraging “historical truth when interpreting religion” led by the historian of the Navigators.
An afternoon tour of the exuberant Second Empire Culbertson Mansion and Farmington, the Federal-style home of Lucy and John Speed.
There may be bourbon at the breakfast for historic house museums when Dennis Walsh from Buffalo Trace Distillery discusses the preservation of this historic sites (and it’s pretty cool website, too)
An evening at Locust Grove, a National Historic Landmark, with costumed interpreters, live music, and a three-course buffet.

Sam Wineburg

With 65 sessions, there is much, much more happening and you’ll be torn about what to do. There’s certainly enough to appeal to directors, curators, historians, educators, and preservationists. I’m particularly eager to hear Sam Wineburg, professor of education and history at Stanford University and author of Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (see “A History of Flawed Teaching“), and the follow-up discussion led by Tim Grove, chief of museum learning at the Smithsonian National Air and Space Museum. Wineburg is currently developing new forms of assessment to measure historical understanding and undertaking a longitudinal study on the development of historical consciousness among adolescents in three communities. But I don’t want to neglect the three other outstanding plenary speakers: Wendell Berry, James Klotter, Renee Shaw, and Carol Kammen.

I rarely ever skip the AASLH annual meeting and I plan to be there this year. Registration is $250 if you jump in before July 24 and there’s the alternative online conference featuring six sessions.

Historic House Museums a Special Focus for the Public Historian

Jane Addams Hull-House Museum by Brandon Bartoszek

The May 2015 issue of the Public Historian was just released and provides a dozen articles related to historic house museums. Lisa Junkin Lopez, associate director of the Jane Addams Hull-House Museum and guest editor of this special issue, provides the criteria that helped her select the articles and her vision of historic house museums:

Though a number of sites have turned to revenue-generating activities like weddings and farmers’ markets to stay afloat, rigorous historical content has not necessarily been quashed in favor of parlor room cocktail hours and heirloom tomato beds. Many sites have recommitted to the project of excavating their own histories, digging deeper to find relevance with contemporary audiences and identifying new methods for engagement along the way.

The individual essays are case studies of various projects at historic house museums, but many question and even break the basic assumptions of museum practices and historic preservation standards. This shift will need to be watched because Continue reading →

If You Visit the Netherlands, Get a MuseumKaart

I’ve just returned from a week-long study trip to the Netherlands, a whirlwind visit that included nearly two dozen museums and historic sites, thanks to the MuseumKaart. This card provides free (and sometimes discounted) admission at most museums in the Netherlands for a year. It can be purchased at any participating museum for €55 and although it was a lot of money to pass over on my first day, I received it back quickly because admission fees range from €5 (Edam Museum) to €17.50 (Rijksmuseum). As a museum geek, they definitely lost money with me. Even better, it’s good for a year, unlike the 1-3 day “I am Amsterdam” card, so there’s no rush. The card not only saved me money, but encouraged me to see places I wouldn’t ordinarily visit, such as the Museum of Bags and Purses or the Willet-Holthuysen Museum.

My week in the Netherlands was provocative and I’ll be sharing some of the best and most interesting experiences in the coming weeks. In general, museums and historic sites in the Netherlands seem to:

Continue reading →

Using Windows for Interpretation

Every historic site (well, perhaps 98% of them) have windows but they are rarely used in the interpretation. Here are several ways to use windows to set the stage, enhance the experience, or provoke thinking.

1. Windows can set the stage for interpretation

Dayton Aviation Heritage National Historical Park in Dayton, Ohio.

The easiest way is to use windows is as an introduction to the site by using a bold image or intriguing message that prepares the visitor for what’s inside. Perforated vinyl is ideal for this situation because it can display graphics while allowing light to flow inside and permitting views outside. At the Dayton Aviation Heritage National Historical Park, perforated vinyl signs on the two-story windows of the visitor center feature enormous Continue reading →

Knowledge of US History Unchanged Overall for 8th Graders, but Differences Are in the Details

Average score changes between 2010 and 2014 in NEEP at grade 8 by subject. To view the full report, go to NationsReportCard.gov.

The National Center for Education Statistics, which administers National Assessment of Educational Progress (NAEP, also known as the Nation’s Report Card), recently announced that overall academic performance of eighth-graders in U.S. history, geography and civics has remained unchanged since 2010, though Hispanic students have made gains in U.S. history and geography.

NAEP reports performance using average scores and percentages of students performing at or above three achievement levels: Basic, Proficient and Advanced. The Basic level denotes partial mastery of the knowledge and skills needed for grade-appropriate work; Proficient denotes solid academic performance; and Advanced represents superior work. The assessment is based on nationally representative samples of more than 29,000 eighth-graders in total across the country.

The 2014 results for U. S. history show that 18 percent of eighth-grade students performed at or above Proficient, which is basically unchanged from 17 percent in 2010 and 2006. There are significant differences by ethnicity: Continue reading →

Engaging Places

Strategies and ideas to connect people with historic places