1. Foundation Body of Knowledge for Cultural Resource Management Module #1 - DAY 2 Introduction to Historic Preservation History and Philosophy

2. Let’s review...

3. Touro Synagogue, Newport, Rhode Island, 1765 (restored 1827-8)

4. Independence Hall, (the Old State House), Philadelphia, PA 1732-56 (reconstruction/restoration efforts began in 1828, other efforts through 1976)

5. Mount Vernon Ladies Association, c. 1873

6. Yellowstone National Park, established in 1872

7. Casa Grande Ruins National Monument, 1892

8. Philadelphia Centennial Exhibition of 1876

9. George Washington Birthplace National Monument, established 1930

10. Governor’s Palace (reconstructed) at Colonial Williamsburg museum village, 1926 -7

11. Charleston Historic District, South Carolina initiated in 1931

12. The publication With Heritage So Rich, 1966

13. Quincy Market, 1825, developed by Rouse Development Corporation in 1970s

14. Antiquities Act of 1906 NPS Organic Act of 1916 Historic Sites Act of 1935 Historic Preservation Act of 1966

15. Historic Preservation Resources as they are defined for the purpose of the National Register process as: buildings sites districts structures objects

16. Defined for purposes of the National Register, the following categories of historic properties are described as: building: something constructed principally to act as shelter for any form of human activity (e.g. house, barn, mill building, theater, train station, etc)

17. site: a location of a significant event, a prehistoric or historic occupation or activity, or a building or structure, whether standing, ruined or vanished, where the location itself possesses historic, cultural, or archaeological value regardless of the value of any existing structure (e.g. campsite, battlefield, rock carving, ceremonial site, etc.)

18. district: a significant concentration, linkage, or continuity of sites, buildings, structures, or objects united historically or aesthetically by plan or physical development

19. structure: distinguished from “building” in that it is a functional construction created other than to provide shelter for human activity (e.g. bridge, boat, trolley car, windmill, etc.)

20. object: constructions that are primarily artistic in nature or are relatively small in scale and simply constructed. It is usually associated with a specific setting or environment (e.g. mountain, statuary, monument, etc.)

21. Categories of NPS Cultural Resources: Focus on management requirements within each of these property types

22. archaeological resources: the remains of past human activity and records documenting the scientific analysis of these remains (e.g. stratified layers of household debris, lab analysis of pollen, etc.)

23. cultural landscapes: settings we have created in the natural world (e.g. formal garden, cattle ranch, cemeteries, village squares, pilgrimage routes)

24. structures: material assemblies that extend the limits of human capabilities, including building, bridges, trains and monuments (e.g. temple mounds, fishing vessels, auto factories, bronze statues)

25. museum objects: manifestations and records of behavior and ideas that span the breadth of human experience and depth of natural history (e.g. a butterfly collection, woven fragments, a prehistoric sandal)

26. ethnographic resources: basic expressions of human culture and the basis for continuity of cultural systems (e.g. riverbank used as a ceremonial site, schoolhouse associated with Hispanic education, carved ivory from 19th century Alaska, etc.)

27. Significance How does this relate to the resources in your park ?

28. SIGNIFICANCE: A cultural resource must have important historical, cultural, scientific or technological associations and it must manifest those associations in its physical substance Historic properties must be evaluated in its historical context based on its association with an event or person, its design or construction and information potential

29. Elements of significance: Association Integrity

30. As preservationists, how do we evaluate the integrity of a property and its historical value or significance?

31. Methodology: academic assessment of the historical context, based on discipline or interdisciplinary research primary source research and documentation measured drawings scientific analysis

32. Methodology: academic assessment of the historical context scholarship based on primary research in an academic discipline or across disciplines primary source research and documentation archival materials measured drawings and photography field studies, past and present (HABS/HAER standards) scientific analysis materials analysis in the laboratory

33. Methodology/Research INFORMS planning: academic assessment of the historical context determines significance primary source research and documentation determines eligibility for protection measured drawings and photography creates a lasting record of the property scientific analysis determines integrity (conversely, state of decay) and helps to develop the physical intervention strategy

34. Planning LEADS TO stewardship: Simply stated, cultural resource management guidelines encourage the path that incurs the slowest rate of decay and least impact on the resource while still allowing for public access Simply stated, preservationists try to develop a path of least intervention and reversibility if possible

35. Consider the statement in your reading assignment in “Cultural Resource Management Guideline: Chapter 1 The Function of Cultural Resource Management is to preserve, protect and conserve the material aspects of cultural resources

36. Consider the statement in your reading assignment in “Cultural Resource Management Guideline: Chapter 1 The Value of those resources is to enliven, enrich and inform Cultural Resources should provide a type of collective and personal orientation to the past and provide inspiration.

37. EXERCISE #1 SIGNIFICANCE Turn to Page 30 in Your Course Participant Guide for Instructions. PLEASE FAX IN YOUR ANSWERS TO: 1(877)884-6282

38. National Park Service Sites: The Liberty Bell Little Rock Central High School USS Arizona Little Big Horn Battlefield Gettysburg Battlefield The Wright Brothers National Memorial

39. Discuss: Cultural resources help provide a setting in which cultural diversity is viable and individual potential can be realized; they help bring us together in a spirit of appreciation of the past in order to better meet the challenges of tomorrow.

40. EXERCISE #2 WHY PRESERVE ? Take a few minutes to write your personal reactions to one of the following quotes about preserving our built environment… Alaska/Pacific West Regions #1 Intermountain Region #2 Midwest Region #3 Southeast, Northeast and National Capital Regions #4 Turn to Page 34 in Your Course Participant Guide for Instructions.

41. EXERCISE #3 POWER OF PLACE Turn to Page 36 in Your Course Participant Guide for Instructions.

42. FINAL ASSIGNMENT is posted on NPS TEL website. See Instructions on page #38 in Participant Guide.

43. WHY PRESERVE?