The House is a classic 1857 home, listed on the National Register of Historical Places. The interior displays parquet floors, ionic columns, ceiling murals, and a free standing stairway complete with an original stained glass window. Victorian furnishings throughout the house provide insight into Southwest Rockford's history.
The house offers tours.
Cannot find a website.
The mission of the Society is to collect, interpret, preserve, exhibit, and promote the history of Neenah and the surrounding area, in order to educate the public and heighten understanding and appreciation of the heritage and cultural past of the community.
Sounds as though there's a museum, but the website provides no details. More information needed before inclusion?
Cannot find a website. Appears to currently house a public library.
The Big House Foundation is a 501(c)(3) not-for-profit public charity that has been formed to create a legacy by preserving the home and history of the Allman Brothers Band in Macon, Georgia. Together with friends and fans of this band, the project will secure the Big House and its vast memorabilia collection for generations to come. Once renovations are completed, the Big House will be opened to the public as the Allman Brothers Band Museum.
The 6,500-square-foot Huntington House Museum is an example of neoclassical revival architecture and was modeled after a Newport, RI mansion. It includes breathtaking leaded glass and 12-foot ceilings, as well as spectacular staircases, woodwork, and china cabinets.
This hand-hewn oak log cabin stands on the east bank of the Sheyenne River. Built in 1878 by Carl Jensen and his nephew John Bjerke, the cabin served as a community hall, country store, pioneer home, and finally as an icehouse. There is a marker on the site.
The site is open to the public.
Website does not specify any interpretive services available at the site.
What do an English historian, an Italian wine merchant, an anti-slavery advocate, and the Father of the Constitution have in common? Each of these individuals—Catherine Sawbridge Macaulay Graham, Philip Mazzei, Francis Asbury, and James Madison—paid one or more visits during the years 17831789 to the retired leader of the American Revolutionary forces, George Washington, at his Virginia waterfront plantation, Mount Vernon. Perhaps these guests marveled at the brilliant colors of the mansion's main dining room. They might have strolled around the grounds and seen the slaves performing the multitude of tasks necessary to make the plantation flourish. It's likely that the visitors sat on the east-facing piazza and watched the ships sail up and down the Potomac River. Finally, and most significantly, these visitors—and others like them—participated in dialogues and discussions at Mount Vernon which resulted in the creation of the American constitutional system. The Landmarks of American History and Culture Workshop, "Shaping the Constitution: A View from Mount Vernon 178389," funded by the National Endowment for the Humanities We the People initiative, is an opportunity for educators (and ultimately their students) to gain a better understanding of Mount Vernon as a crossroads for the discussion of ideas that led to the Constitution. In brief, the workshop offers academic content about Mount Vernon, George Washington, and the Constitution; the opportunity to engage in scholarly discourse with leading academics; a stipend to help cover housing and meal costs; a transportation allowance; networking with other social studies teachers from around the nation; and ongoing professional development opportunities and the opportunity to earn graduate credit.
Using images and other documents students compare the layout and furnishing of two early American homes to draw inferences about cultural and economic change in New England between 1780 and 1820.
Personal possessions help us interpret the past, and this lesson encourages students to think about the "stuff" that people owned in early America. Students examine photographs of reconstructed rooms, inventories of possessions, and house layouts from different time periods and are asked to make inferences about how changes in common household possessions reflect broader changes in society. The lesson is made up of four one-hour activities, any one of which can stand on its own. In the first activity students compare two household inventories that list an individual's possessions and their value. One set of inventories is presented as original documents which give students a flavor of the spelling and penmanship of the time. Students are also given typed transcribed versions of the texts for easier (though still challenging) reading. The second and third activities focus on visual analysis. Students examine a series of photographs comparing rooms decorated according to styles between 1775 and the 1830s and floor plans of two homes. These images are excellent sources of evidence for the changes in consumer goods, fashion and technology that occurred in the early nineteenth century. A fourth (and in our opinion optional) activity focuses on changes in household gardens. All four activities are structured around discussion of differences that students are encouraged to notice in the images and artifacts. For homework, students write paragraphs about what changes in personal items may reveal about the past.
Yes Documents and images are from the collection of Memorial Hall Museum.
Yes Students can read primary sources in original and/or transcribed versions. Homework requires writing.
Yes Discussion questions focus on constructing interpretations using evidence.
Yes Requires close attention to visual detail and basic source information.
Yes
Yes Teachers are provided with specific questions to help students analyze the documents. A helpful guide to teaching using primary sources and a glossary of unfamiliar vocabulary and spelling is provided for teachers. Sharing these materials with students would be useful.
No A written task assesses student learning but assessment criteria are absent.
Yes The lesson is easy to use and understand. Access to a computer that can project images to the whole class is desirable.
Yes Very clear goals and organization, however students may find the four activities repetitive. We recommend that teachers focus on activities one and two.