Professor Jesse Hingson
Historical Tourism
Project: AMH 1010 and AMH 1020
This project concerns how key figures and events in
1) Historical Background (50 points): Write a 400-450 word summary of the history surrounding the event, place, or person being represented. Cover the journalistic questions: why, where, who, when, and how? Why is the event or person significant? You should cull your information from the textbook and any reading list that I provide. Thus, it is also required for at least one representative to make an appointment with me so that I can provide you with more materials, books, and articles to help you.
2) Site History (50 points): Provide a 400-450 word summary of the history of the site itself. For this, you will have to interview those who are responsible (e.g., park rangers, curators, archivists) for maintaining the historical site. Use e-mail or call. Collect any information from brochures, travel books, and the internet. Apart from the summary, you will need to supply a copy of your notes, correspondence, brochures, and literature from the site. Describe who created the site, why was it created, how did the site’s creators finance its completion, how do they maintain it today, and does it provide revenue to the community in which it is located? How many visitors come each year? Who is responsible for maintaining it? What is their job? How does a person get a job in historical preservation? Is it being threatened by developers or budget cuts? Does it matter to keep this site? Why? A good suggestion is to provide a questionnaire. Ask and answer your own questions. Be creative.
3) Budget and
Itinerary (50 points): A) Submit a budget for travel from where you live
(e.g.,
4) Theoretical Considerations (50 points): In a 400-450 word response, address the following questions about issues concerning the representation of history. Does the site accurately depict the events or the people that it covers? Is the site trying to convey a particular message? Is it balanced? Does it romanticize its subject? Is accuracy important? Again, be creative by asking and answering your own questions.
5) Class Presentation (50 points): Assume the role of a tour guide and try to convince the class that the site that you chose is worthwhile to visit. Consult with me if you want to use slides, pictures, or PowerPoint. Beyond this, you will also provide suggestions on how the historical site may be improved to attract more visitors (e.g., how it can improve its accuracy or increase the number of visitors). What do your interviewees have to say?
Final Considerations and Requirements: Let me make it clear that you DO NOT need to travel to these places. You are only researching the possibility of going to the historical site and considering the role of public monuments in the representation of key historical events and people. Please make sure that you type (single-spaced) all the information related to the project. In addition, cite your sources when appropriate. See me if you need help on how to quote, paraphrase, and summarize. Rules concerning plagiarism apply throughout this project. Any instance of plagiarism means that the entire group receives a zero. If you have any questions, please consult with me.
Historical Sites and Suggested Websites: (Choose ONE per group)
AMH 1010
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www.fountainofyouthflorida.com
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www.state.nj.us/dep/forestry/parks/washcros.htm
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AMH 1020
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www.law.umkc.edu/faculty/projects/FTrials/scottsboro/scottsb.htm
www.ohwy.com/al/s/scjahece.htm
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www.kent.edu/History/may4_1970/index.cfm
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Select
Bibliography and Webography
D. Antonio Cantu and Wilson J. Warren. Teaching History in the Digital Classroom.
Gilber Collins. Guide Book to the Historic Sites of the War of 1812.
James W. Loewen. Lies Across
J. Kingston
Pierce. America’s Historic Trails with
Tom Bodett.
B.J. Welborn. America’s Best Historic Sites: 101 Terrific Places to Take the Family.
Henry Wiencek. Smithsonian Guides to Historic
<http://www.historyplace.com/tourism/usa.htm>
<www.nps.gov>