Dr. Small
Office: CH 2526
Phone: 581-6380
E-mail: npsmall@eiu.edu
Office Hours: M 1:00-2:00, W F 12:00-2:00, and by appointment

This syllabus is subject to change at the discretion of the professor.

If you have a documented disability and wish to receive accommodations, please contact the Office of Disability Services 581-6583.

Course Objectives:
To gain an understanding of the practical and theoretical or philosophical bases for preserving the man-made environment. To that end the course will focus on several questions:
Why do people preserve historic structures, sites, landscapes?
How do we preserve historic resources?
How do we decide what is historic?
What should be preserved?
Whose history are we preserving?
What are the consequences of preserving historic resources?

Because we are in the midst of rural America here in Charleston, we will also be emphasizing problems and methods of rural preservation.

Texts:
Richard Moe and Carter Wilkie, Changing Places: Rebuilding Community in the Age of Sprawl
William Murtagh, Keeping Time: The History and Theory of Preservation in America

Other readings are on reserve at Booth Library, or in a notebook in the grad lab.
The call number for Preservation Forum, also called Forum, is NA 106.P741X. You will find bound volumes on the shelves, unbound volumes behind the reserve/periodical desk.

Your Grade:
National Register Nomination 40%
Review of readings on historic rural buildings (Oct. 21) 15%
Review of field reconnaissance on modern rural buildings (Oct. 28) 15%
Report on chapter in Stokes (Nov. 11) 15%
Report on Preservation Briefs (Dec. 2) 15%

CALENDAR

August 26: Introduction to historic preservation, its language, and history
Weather permitting we will take an architectural tour on foot.
Readings:
Murtagh, chapters 1-4
Moe and Wilkie, Preface, chapters 1 and 2
L. Mumford, “The Disappearance of Pennsylvania Station,” in L. Roth America Builds
J. B. Jackson, excerpt from Landscape in Sight: Looking at America, pp. 366-368

Sept. 2: Preservation Law and Legislation
Readings:
Murtagh, chapter 5, Appendix A
Norman Tyler, chapter 4 in Historic Preservation: An Introduction to its History, Principles, and Practice
Walter Muir Whitehill, “The Right of Cities to be Beautiful,” in Albert Rains, et al, With Heritage so Rich (1966)

Sept. 9: Preservation Tools: Documenting the Historic Built Environment
Readings:
Herman and Lanier, chapter 8 in Everyday Architecture in the Mid-Atlantic
Ed Chappell, “Architectural Recording and the Open-Air Museum,” in PVA II
“A Primer on Architectural Photography and the Photo Documentation of Historic Structures” from VAN73: Fall 1997
National Register Bulletin 24, “Technical Information on Comprehensive Planning, Survey of Cultural Resources, and Registration in the National Register of Historic Places”
National Register Bulletin 30, “Guidelines for Evaluating and Documenting Rural Historic Landscapes
Stokes, Saving America’s Countryside, chapter 3 “Analyzing the Rural Community”

Sept 16: Preservation Tools: National Register and Sec. 106 Review
Readings:
See http://www.state.il.us/hpa/PS/applynr.htm
National Register Bulletin, “How to Apply the National Register Criteria for Evaluation:
National Register Bulletin 16A, “How to Complete the National Register Registration Form”
National Register nomination for Northeast Evanston Historic District
Go to http://www.cr.nps.gov/nr/publications/forms.htm to see the National Register forms.

Sept 23: Preservation Tools: Preservation Ordinances and Certified Local Governments
Readings:
Murtagh, chapter 8
Tyler, chapter 3
Zoning News, “Promoting Innovative Historic Preservation Ordinances”
Winchester Historic District Design Guidelines
“A Guide to Local Government Preservation Ordinances,” IHPA
Historic Preservation Ordinance of the Village of Whoville (model ordinance, IHPA)
Forum Journal, summer 2001, vol. 15 no.4, entire issue up to p. 40

Sept. 30: Preservation Tools: Museums and Archaeology
Readings:
Murtagh, chapters 6, 7, 12
Worrell, Stachiw, Simmons, “Archaeology from the Ground Up,” from Historical Archaeology and the Study of American Culture
Susan Henry Renaud, “The National Register and the 20th Century—Is There Room for Archeology?” from Forum Journal, Fall 2000
Butcher-Younghans, excerpts from “Historic House Museums”
“Does American Need Another House Museum?” from AASLH History News, vol. 59 no. 3, summer 2004

View in class “ ‘I’d Like to See What’s Down There’: Archaeology and Oral History at Drayton Hall

Oct. 7: The Historic Rural Landscape
Preliminary determinations of eligibility due.
Readings:
J. B. Jackson, excerpts from Landscape in Sight: Looking at America, pp. 128-162
Richard Francaviglia, Main Street Revisited, pp. 1-64, 193-196
Herman and Lanier, “Landscape Ensembles: The Example of Port Penn, Delaware,” chapter 7 in Everyday Architecture in the Mid-Atlantic

Oct. 14: The Modern Rural Landscape
Readings:
J. B. Jackson, excerpts, pp. 185-197, 225-235
Richard Francaviglia, Main Street Revisited, pp. 130-192, 199-201

Oct. 21: Historic Rural Buildings
See assignments

Oct 28: Modern Rural Buildings
See assignments

Nov. 4: Rural Preservation Issues
Readings:
Brian Douglas Scott, “Growing Right: The Role of Downtowns in Saving America’s Countryside” Historic Preservation Forum, spring 1995
Rina Swentzel, “Conflicting Landscape Values: The Santa Clara Pueblo and Day School,” from Understanding Ordinary Landscapes
David Lowenthal, “European Landscape Transformations: The Rural Residue,” from Understanding Ordinary Landscapes
Stokes, Saving America’s Countryside, chapter 1 “Rural Concerns”

Nov. 11: Rural Preservation Tactics
Readings:
Stokes, Saving America’s Countryside, chapters 4, 5, 6, 7 (Two people will read each chapter and report to the class on the content of their chapter)
Barnes Riznik, “Hanalei Bridge: A Catalyst for Rural Preservation” from The Public Historian, vol. 11 no. 3, summer 1989

Nov. 18: Adaptive Use and the Economics of preservation
Readings:
Murtagh, ch. 9
Kathryn Welch Howe, “Private Sector Involvement in Historic Preservation,” from A Richer Heritage
Moe and Wilkie, chapters 3, 4, 5, 6, 7

Nov. 25: Thanksgiving Recess

Dec. 2: Preservation Technology
Readings:
Tyler, chapter 8
Preservation Briefs, select 2 to report back to class on. Booth Library 129.84 Federal Documents, 2000 level north
Illinois Preservation Series, select 1 to report back to class on. Booth Library 720.288 ILLI, 2000 level north

Dec. 9: Wrap-up

Week of Dec. 13: National Register nominations due

ASSIGNMENT DESCRIPTIONS

National Register Nomination 40% of grade
We will discuss this extensively in class. Please note that there are stages to this assignment. The first stage is the preliminary determination of eligibility which is due Oct. 7. The completed nominations are due Dec. 13.

Review of readings on historic rural buildings Oct. 21. 15% of grade
There is a plethora of material out there on the historic rural landscape. This is your opportunity to explore some of it. The goal is to become familiar with the printed resources and the physical resources they discuss. You can’t preserve something if you don’t know what it is. Therefore, I’d like you to look through books or gray matter that survey rural buildings. I have a number of these books on my shelves which you are welcome to look at in Coleman Hall, but you should also explore the shelves of Booth Library.

For your 10-minute presentations consider:
What types of buildings do the authors discuss?
Does the author’s coverage seem to be, or purport to be comprehensive?
If not, what is the author’s focus?
What sorts of building materials, types, forms predominate?
Are these building types or forms strictly local or regional, or would they be found in other regions?

These are not comprehensive questions. Your readings may raise other points that you wish to discuss with the class. Feel free to ignore these questions if there are other aspects of your historic rural buildings that you would like to discuss.

I do not want you to read papers in front of the class, but I do want you to write up your observations and turn those in to me. You should prepare note cards or an outline to speak from.

Review of field reconnaissance of modern rural buildings and extant rural buildings Oct. 28. 15% of grade
Coles County is rural. I want you to get a map and drive around the countryside. What sorts of buildings predominate in this rural landscape? What seems to be missing, if anything? Team up. It’s easiest to do this sort of thing with a partner. Two sets of eyes are better than one. What kind of industry or farming is being carried on out there? What kind of buildings does it require? Take some pictures, write down your observations and come back to the class ready to discuss how much of this rural landscape is modern and how much historic. Don’t all go out to the same part of the county. Coordinate so that you head out in different directions.

As with the previous assignment, you will hand in your observations—typewritten please.

Oral report on chapter in Saving America’s Countryside. Nov. 11. 15% of grade
You will each read one chapter (as assigned) in Stokes’ books. Two of you will read each chapter. You will need to collaborate on your presentations. You will have 20 minutes per chapter (or 10 minutes per person if you want to break it down that way.) You will need to summarize the chapter contents for your classmates, who will not have read the material. You may present your material any way you like—use the black board, create a power point, use the overhead projector, create hand-outs. By the time you are done presenting the material from these four chapters we should all have an excellent idea of how one might go about implementing a plan to preserve the rural landscape.

Report on Preservation Briefs Dec. 2. 15% of grade
Booth Library has many Preservation Briefs and Illinois Preservation Series available. Select two of the Briefs and one of the Series to report to the class on. Be sure that the issues you choose deal with preservation technology and not something like how to survey or how to reach the IHPA people. You will each have 10 minutes to discuss the problem and how it can be solved or mitigated. Be sure that you come to class with complete citations for your selections.