HISP 600: Introductory Seminar in Historic Preservation
History, Theory, and Contemporary Issues in Historic
Preservation
University of Maryland
School of Architecture, Planning and Preservation
Fall 2013
Instructor: Prof. Dennis J. Pogue
Office Location: Caroline Hall, Room 0127
Office Hours: By appointment only
Phone: 703-314-6485 (cell)
Email: [email protected]; [email protected]
CLASS TIME: Wednesday, 7:00 – 9:40 PM
CLASS LOCATION: Architecture, Room 1105
OVERVIEW AND COURSE OBJECTIVES:
This course is designed to introduce students to the history, theory, and current issues of
preservation practice in the U.S. and beyond. We will explore theories of what, how, and
why we preserve, within the context of the evolution of the field of historic preservation.
The focus will be on the basics and on providing as large and varied a framework for
understanding current preservation practice and issues as possible in one semester. It is
also hoped that the course will help students explore their areas of interest a bit more
deeply or to develop areas of interest in new topics. The course is centered around weekly
class meetings that consist of brief lectures and seminar discussions on assigned readings.
Writing exercises will be stressed, and we will have several research projects, field trips,
and guest lectures.
The goals are to:
Explore the foundations of preservation;
Investigate theories of preservation;
Gain exposure to a wide and diverse range of practice and debate in the field; and
Enable students to begin to form their own framework and understanding of
preservation as they prepare to become leaders in the field.
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We will explore both the historical roots of preservation, rather narrowly focused on
repairing old buildings, and begin to think about the modern, broad field of preservation
in terms of individuals, societies, and cultures and their relationships to the built
environment and cultural landscape. We will emphasize the multidisciplinary nature of
the preservation field, and the public nature of its practice.
ASSIGNMENTS AND GRADES:
All written work for this course should be of a level appropriate to graduate students.
Spelling, mechanics and grammar count; this is an opportunity to improve your ability to
communicate in written formats. Please take the time to proof read all assignments
carefully. Writing is a lifelong endeavor, and you can always improve and hone your
skills.
All assignments should be in 12 pt. font, with one-inch margins and paginated. Please
use the footnote/endnote style in the Chicago Manual of Style (14th Ed.). Internet
citations should be used very sparingly and cautiously. Please DO NOT bind your
papers or use folders – simply staple in the upper left hand corner.
Class Participation/Leading Class Discussions (15% of final grade)
This is a seminar class, thus your presence is extremely important, as is your
preparation for each class. Please notify me immediately if you cannot make a
class due to illness or a personal emergency. We will follow the standard
University policy on inclement weather and rescheduling of classes. I will ask
everyone to sign up for leading one of the class discussions (i.e., you will need to
be prepared to ask questions of the group and make links between readings).
Short Paper 1: Site Visit (20% of final grade)
Visit a historic site, building, or landscape and record your initial observations of
the site. Clearly describe the site and summarize its history. What message or
memory is being preserved? How does the site make you/visitors feel about the
past? What is the relationship between the object/material/form and the messages
and narratives that are being presented? Assess the extent of
restoration/conservation at the site – is it evident to the visitor? Pick a site you
have not visited before and don’t know much about. Focus on the experience of
your visit (open your eyes and senses); this is not a research paper. This paper
should be no longer than 5 pages, double spaced (about 1,250 words). Due
beginning of Class 4 (September 25).
Short Paper 2: Summarize a preservation law (20% of final grade)
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You will summarize a preservation law as if you are making a presentation to a
local preservation organization. You need to clearly present the legislation and
the importance of the law, particularly for a small, local organization (so you need
to introduce this organization and address your remarks to this group). You
should cover the law’s overall purpose, definitions, and operation, then
present a short case study to help your audience grasp its operation and
importance to their work. Use a specific law or section of a law, keep it fairly
specific (i.e., don’t try to tackle the entire NHPA!). Remember, you are writing
for a lay public audience, so avoid jargon and provide definitions where
appropriate. As with any paper, you will need to use appropriate citations
and provide a full bibliography. Please e-mail me with your topic selection
before you begin work on this paper. This paper should be no longer than 6 pages,
double spaced (about 1,500 words). Due beginning of Class 10 (November 13).
Short Paper 3: State/Local Preservation Organization (20% of final grade)
Investigate a state or local preservation organization. Provide a brief history of
the organization; what is its mission, structure, funding, type of
projects/advocacy? Explore the context of the organization in terms of the history
of historic preservation and current practice in the field. You may use
organizational indexes, website, brochures, visits/interviews. This paper should be
no longer than 5-6 pages, double spaced (about 1,250-1,500 words). Due
beginning of Class 13 (December 11).
Final Exam (25% of final grade)
This will be a take home exam that consists of a series of essay questions that
will require some thought and synthesis about your readings and experiences
during the class. At least one question will be a case study that draws on
preservation history and theory. One question will also be drawn from the field
trips. The questions will be handed out on December 4 and will be due at the
scheduled time for the final exam (no later than December 18, 5:00pm).
Course Grading:
Class Participation/Leading Class Discussions
Short Paper 1: Site Visit
Short Paper 2: Summarize a preservation law
Short Paper 3: State/Local Preservation Organization
Final Exam
15%
20%
20%
20%
25%
Total
100%
Please note that late papers will be marked down the equivalent of .5
grade per day – no exceptions. If you have a personal emergency or
illness, please contact me prior to the due date if at all possible.
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STUDENTS WITH DISABILITIES:
Students with disabilities who may need academic accommodations should discuss
options with their professors during the first two (2) weeks of class so that the student’s
learning needs may be appropriately met. The student will need to provide documentation
of a disability – assistance is available through Dr. Alan Marcus at Disability Support
Service (301-314-7682).
LEARNING ASSISTANCE SERVICE:
If you are experiencing difficulties in keeping up with the academic demands of this
course, contact the Learning Assistance Service, 2202 Shoemaker Building, 301-3147693. Their educational counselors can help with time management, reading, math
learning skills, note-taking and exam preparation skills. All their services are free to
UMD students.
ACADEMIC INTEGRITY AND THE HONOR CODE:
Academic integrity is essential, and the absolute highest standard of integrity and ethical
conduct is a requirement of this course. The University Honor Code must be followed in
all your work (see the web for the code of academic integrity). Should the instructor
determine that any form of academic dishonesty has taken place in this course, the
student(s) involved will face one or more sanctions.
COURSE MATERIALS:
We have one required text for the class (one copy is on Reserve in the Architecture
Library):
Stipe, Robert E., ed., A Richer Heritage: Historic Preservation in the Twenty-First
Century, Chapel Hill: University of North Carolina Press, 2003. (ISBN: 0-8078-5451-4)
Other readings are available on-line via Canvas (www.elms.umd.edu)
(Note: Assigned readings may be altered during the course of the semester.)
COURSE SCHEDULE:
September 4, Class 1
Introduction: The Scope of Historic Preservation
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Readings:
Stipe, et al. – Introduction and Chapter 1 (pp. 1-34)
September 11, Class 2
Theories of Historic Preservation - I
(LECTURE & DISCUSSION)
Readings:
Rosenzweig, Roy, and David Thelen, The Presence of the Past: Popular Uses of
History in American Life, New York: Columbia University Press, 1998, pp. 1536, 177-189.
Ruskin, John, excerpt from “The Lamp of Memory,” in The Seven Lamps of
Architecture, London: Routledge, 1907 (original 1849), pp. 160-187.
Morris, William, “Manifesto of the Society for the Protection of Ancient
Buildings” (1877), in William Morris on Architecture, Chris Miele, ed., Sheffield:
Sheffield Academic Press, 1996, pp. 52-55.
Viollet-le-Duc, Eugene-Emmanuel, “Defining the Nature of Restoration,” in The
Architectural Theory of Viollet-le-Duc: Readings and Commentary, Thomas
Hearn, ed., Cambridge: MIT Press, 1990, pp. 269-288.
Choay, Francoise, “The Consecration Phase: Institutionalization of the Historic
Monument, 1820-1960,” in The Invention of the Historic Monument. Cambridge
University Press, 2001, pp. 82-116.
Riegl, Alois, “The Modern Cult of Monuments: Its Character and Its Origins,”
(trans. Diane Ghirardo and Kurt Forster). Oppositions 25 (1982): 21-51.
September 18, Class 3
Theories of Historic Preservation – II
Readings:
Feilden, Bernard M., “Introduction to Architectural Conservation,” in
Conservation of Historic Buildings, London: Butterworth, 1982, pp. 1-22.
Denslagen, Wim, “Restoration Theories, East and West.” Transactions: Assoc. for
Studies in the Conservation of Historic Buildings 18 (1993): 3-7.
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Mason, Randall, “Theoretical and Practical Arguments for Values-Centered
Preservation,” CRM 3(2), Summer 2006: 21-48.
Araoz, Gustavo, “International Preservation Theory.” Unpublished m.s., APT
Conference, November 1998. 4 pp.
The Venice Charter [www.icomos.org/venice_charter.html]
The Burra Charter [www.icomos.org/burra_charter.html]
Hassard, Frank, “Intangible Heritage in the United Kingdom: The Dark Side of
Enlightenment?”, in Intangible Heritage, Laurajane Smith and Natsui Akagawa,
eds., London: Routledge, 2009, pp. 27-288.
Pannekoek, Frits, “The Rise of a Preservation Priesthood,” in Preservation of
What, for Whom?, Michael Tomlan, ed., Ithaca, NY: The National Council for
Preservation Education, 1998, pp. 29-36.
September 25, Class 4
History of Historic Preservation in the U.S. – I
(LECTURE)
Readings:
Review Stipe, Chapter 1, pp. 1-34
Wallace, Michael, “Preserving the Past: A History of Historic Preservation in the
United States,” in Mickey Mouse History and Other Essays on American Memory,
Philadelphia: Temple University Press, 1996, pp. 177-237.
Hosmer, Charles B., Jr., “The Williamsburg Restoration,” in Preservation Comes
of Age: From Williamsburg to the National Trust, 1926-1949 (Volume 1),
Charlottesville: University Press of Virginia, 1981, pp. 11-73.
Perry, William Graves, “Notes on the Architecture.” The Architectural Record
(December 1935), pp. 363-377.
Lavoie, Catherine C., “Architectural Plans and Visions: The Early HABS
Program and Its Documentation of Vernacular Architecture.” Perspectives in
Vernacular Architecture 13(2): 15-35.
October 2, Class 5
History of Historic Preservation in the U.S. – II
(DISCUSSION)
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Readings:
Bluestone, Daniel, “Patriotism in Place: Lafayette’s Triumphal Tour of the United
States, 1824-1825,” in Buildings, Landscapes, and Memory: Case Studies in
Historic Preservation, New York: W.W. Norton, 2011, pp. 18-39.
Lindgren, James, Preserving Historic New England: Preservation, Progressivism,
and the Remaking of Memory, New York: Oxford University Press. Chapter 4
(pp. 68-95) and Epilogue (pp. 171-184).
West, Patricia, “Inventing a House Divided: Antebellum Cultural Politics and the
Enshrinement of Mount Vernon,” in Domesticating History: The Political Origins
of American’s House Museums, Washington: Smithsonian Institution Press, 1999,
pp. 1-35.
Wilson, Chris, “Place Over Time: Restoration, Revivalism and Preservation in
Santa Fe,” in Giving Preservation a History: Histories of Historic Preservation in
the United States, Max Page and Randall Mason, eds., New York: Routledge,
2003.
Holt, Sharon Ann, “The Past as a Place: Challenging Private Ownership of
History in the United States.” Konikijke Brill NV, Leiden, The Netherlands, 2010.
Bodnar, John, Remaking America: Public Memory, Commemoration, and
Patriotism in the Twentieth Century, Princeton: Princeton University Press, 1992.
Chapter 1, “The Memory Debate,” pp. 13-20.
October 9, Class 6
Preservation Practice in the U.S.: The Federal Program – Legislation
(LECTURE & DISCUSSION)
Readings:
Stipe, Chapters 2 and 5, pp. 35-79; 157-184.
“National Historic Preservation Act of 1966” [www.achp.gov/NHPA.pdf]
36CFR800 [www.cr.nps.gov/nr/regulations]
“The Secretary of the Interior’s Standards for the Treatment of Historic
Properties, 1995” [www.cr.nps.gov/hps/tps/secstan1.htm]
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October 16, Class 7
Preservation Practice in the U.S.: The Federal Program -- Section 106 and
Significance
Readings:
van Willigen, John, and Donald W. Linebaugh, “Cultural Resource
Management,” in Applied Anthropology: An Introduction, 3rd Edition, Westport,
CT: Bergin and Garvey, 2002, pp. 205-223.
Advisory Council on Historic Preservation. Protecting Historic Properties: A
Citizens Guide to Section 106 Review.
“National Register of Historic Places” 36CFR60 [www.cr.nps.gov/nr/regulations]
Hardesty, Donald L. and Barbara J. Little, Assessing Site Significance: A Guide
for Archaeologists and Historians, Walnut Creek, CA: Alta Mira Press, Chapter
2, pp. 11-52.
Lyon, Elizabeth, and Richard Cloues, “The Cultural and Historical Mosaic and
the Concept of Significance,” in Preservation of What, for Whom?, Michael
Tomlan, ed., Ithaca, NY: The National Council for Preservation Education, 1998,
pp. 37-48.
Van West, Carroll, “Assessing Significance and Integrity in the National Register
Process: Questions of Race, Class, and Gender,” in Preservation of What, for
Whom?, Michael Tomlan, ed., Ithaca, NY: The National Council for Preservation
Education, 1998, pp. 109-116.
Hoagland, Alison, “Industrial Housing and Vinyl Siding: Historical Significance
Flexibly Applied,” in Preservation of What, for Whom?, Michael Tomlan, ed.,
Ithaca, NY: The National Council for Preservation Education, 1998, pp. 117-127.
October 23, Class 8
Preservation Practice in the U.S.: Local Programs
(Jane Cox, Anne Arundel County, MD)
Readings:
Review Stipe, Chapters 3 and 4, pp. 81-116; 117-156.
Examine county preservation programs of three separate cities/counties using
websites (you will have to search by city/county – try the planning departments if
you cannot find historic preservation). Be prepared to compare and contrast the
different county/city offices and their programs.
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Other readings to be announced.
October 30 - No class – National Trust for Historic Preservation Conference
November 6, Class 9
Preservation Practice in the U.S.: State Programs
(Elizabeth Hughes, Deputy SHPO, Maryland Historical Trust)
Readings:
Stipe, Chapters 3 and 4, pp. 81-116; 117-156.
Review National Historic Preservation Act of 1966 [www.achp.gov/NHPA.pdf]
National Council of State Historic Preservation Officers website
(www.ncshpo.org)
Examine state preservation programs of three separate states using the SHPO
office websites (you can find the websites for each state in the US on the
NCSHPO website). Be prepared to compare and contrast the different state offices
and their programs.
November 13, Class 10
Issues in Preservation: Cultural and Natural Conservation – Cultural Landscapes
Readings:
Review Stipe, Chapter 7, pp. 223-251.
Melnick, Robert Z.,“Considering Nature and Culture in Historic Landscape
Preservation,” in Preserving Cultural Landscapes in America, Arnold R. Alanen
and Robert Z. Melnick, eds., Baltimore: Johns Hopkins University Press, 2000,
Chapter 1, pp. 22-43.
Conard, Rebecca, “Applied Environmentalism, or Reconciliation Among ‘The
Bios’ and ‘The Culturals’”. The Public Historian. 23(2), Spring 2001: 9-18.
Nicholas, Wendy, “Collaborating to Save Whole Places.” Forum Journal 25(1),
Fall 2010: 7-10.
Talmage, Valerie, “Lessons for Land Conservation.” Forum Journal 25(1), Fall
2010: 11-17.
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Chiarappa, Michael J., “Great Lakes Commercial Fishing Architecture: The
Endurance and Transformation of a Region’s Landscape/Waterscape,” in Building
Environments, Perspectives in Vernacular Architecture X, Kenneth A. Breisch
and Alison K. Hoagland, eds., Knoxville: University of Tennessee Press, 2005,
pp. 217-232.
Birnbaum, Charles A., “Protecting Cultural Landscapes: Planning, Treatment, and
Management of Historic Landscapes.” Preservation Brief 35, Technical
Preservation Services, National Park Service.
[www2.cr.nps.gov/tps/briefs/brief36.htm]
Lewis, Pierce F., “Axioms for Reading the Landscape: Some Guides to the
American Scene,” in The Interpretation of Ordinary Landscapes: Geographical
Essays, D. W. Meinig, ed., New York, Oxford University Press, 1979, pp. 11-32.
Caratzas, Michael, “Cross-Bronx: The Urban expressway as Cultural Landscape,”
in Cultural Landscapes: Balancing Nature and Heritage in Preservation Practice,
Richard Longstreth, ed., Minneapolis: University of Minnesota Press, 2008, pp.
55-72.
Hoagland, Alison K.,“The Boardinghouse Murders: Housing and American Ideals
in Michigan’s Copper Country in 1913.” Perspectives in Vernacular Architecture
11 (2004): 1-18.
November 15 (FRIDAY), Field Trip
Prince George’s County Historic Sites
Detailed schedule to be announced (8:30AM-5:00PM)
November 20, Class 11
Issues in Preservation: Cultural Identity, Alternative Histories, and the Politics of
Preservation
Readings:
Stipe, Chapters 12-14, pp. 385-450.
Kaufman, Ned, “Heritage and the Cultural Politics of Preservation.” Places 11(3),
1985: 58-65.
Nieves, Angel David, “Memories of Africville: Urban Renewal, Reparations, and
the Africadian Diaspora,” in Black Geographies and the Politics of Place,
Katherine McKittrick and Clyde Woods, eds., Cambridge, MA: South End Press,
2007, pp. 82-96.
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Harris, Diane, “Seeing the Invisible: Reexamining Race and Vernacular
Architecture.” Perspectives in Vernacular Architecture 13(2), 2006/2007: 96-105.
La Roche, Cheryl J., and Michael L. Blakey, “Seizing Intellectual Power: The
Dialogue at the New York African Burial Ground.” Historical Archaeology 31(3),
1997: 84-106.
Lee, Antoninette, “From Historic Architecture to Cultural Heritage: A Journey
Through Diversity, Identity, and Community.” Future Anterior 1(2), 2004: 15-23.
November 27, No Class – Thanksgiving Break
December 4, Class 12
Issues in Preservation: International Preservation
TBD
December 11, Class 13
Issues in Preservation: Archaeology
Readings:
Stipe, Chapter 8, pp. 253-278.
Sprinkle, John, “Do Archaeologists Dig, Destroy, and Discriminate?: The
Historical Significance and Value of Archaeological Sites,” in Preservation of
What? For Whom?, Michael Tomlan, ed., Ithaca, NY: National Council for
Preservation Education, 1998, pp. 169-180.
Linebaugh, Donald W., “Excavating the Dugout House of Norwegian Immigrant
Anna Byberg Christopherson Goulson, Swift County, Minnesota.” Historical
Archaeology 39(2), 2005: 63-88.
Bograd, Mark D., and Theresa A. Singleton, “The Interpretation of Slavery:
Mount Vernon, Monticello, and Colonial Williamsburg,” in Presenting
Archaeology to the Public: Digging for Truths, John H. Jameson, Jr., ed., Walnut
Creek, CA: Alta Mira Press, 1997, pp. 193-204.
Visit American Archaeology/The Archaeological Conservancy website
[www.americanarchaeology.com]
Jamestown Rediscovery website [www.apva.org/jr.html]
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December 18, No Class
Final Exam, Due by 5:00PM
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