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History In Person

Imagine the New York skyline, dotted by skyscrapers and picturesque monuments, a

tribute to the American people’s architectural ingenuity. Look to the west of the New York

Harbor, where a magnificent statuette rises above the waters; a symbol of liberty and opportunity

that has welcomed the tired, the poor, the huddled masses in centuries past and in years to come.

In her hand is a copper torch, topped by a perpetual flame, providing a guiding light for the

multitudes.

Now imagine a new skyline, one that could be a reality. The once proud skyscrapers have

fallen to rubble. Our monuments have deteriorated to the point that they are almost

unrecognizable as the landmarks that millions flocked to see. And in the Hudson Bay, teetering

above the waters, a frail woman covered in rust slowly lurches towards collapse, her powerful

flame extinguished. A generation looks to the Statue of Liberty and sees not a symbol of

freedom, but a symbol of American failure.

This daunting forecast is possibly a harsh exaggeration, but it serves to remind us that we

must preserve these landmarks that are so important to our nation’s history. Without them, time

will go on and we will not have the grand monuments that bring to light the reality of our past. I

view landmarks as tangible evidence of the important events of our history that have served to

shape the nation, not just occurrences we read about in a history book. The preservation of these

landmarks ensures the continued respect and acknowledgement of our nation’s history.

I first discovered my interest in history my sophomore year in Mrs. Krnich’s classroom.

Suddenly learning about history was not the drag it had been in elementary and middle school. I

became fascinated by the gravity of a single decision, and how it could serve to shape the history

of the world. For this reason, I find historical landmarks so important; the event that occured was

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the result of several different factors that culminated into the event that affected the course of our

nation. As an AP U.S. History student, I learned to look deeper into what is normally taught,

which opened a door to a whole other side of history that led me to look at life with a different

perspective. There are remnants of these lesser known parts of history found in landmarks, and

without their preservation the knowledge of the events they commemorate could disappear

entirely.

The importance of preserving historical landmarks cannot be underestimated. As stated

before, they serve to provide a lasting memory of significant events. As a student I have learned

about and even seen the various landmarks that stand as a reminder of our past, bringing us

together to stand behind a common identity. Their presence helps me to take my knowledge

outside of just the school setting and remember that these landmarks are memories of our

nation’s history. When I imagine a nation that does not have landmarks to remember its past I

feel it’s as though the events that have shaped our nation have been disrespected by not getting

the acknowledgement they deserve. The idea of this possibility is frightening to me, and it leads

me to question: What is the importance of preserving historical landmarks for the education of

future generations?

Before understanding the importance of historical landmarks, it is necessary to

understand the importance of history itself. The significance of learning the nation’s history

cannot be overstated; everyone is a living history, each decision contributing to an outcome

which will shape society. It is crucial to understand this never ending cycle which brings past to

present. The Institute of Historical Research puts it best in the article “All People Are Living

Histories – Which Is Why History Matters.” by stating:

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In all cases, understanding History is integral to a good understanding of the condition of

being human. That allows people to build, and, as may well be necessary, also to change,

upon a secure foundation. Neither of these options can be undertaken well without

understanding the context and starting points. All living people live in the here-and-now

but it took a long unfolding history to get everything to NOW. (Corfield)

By educating students to understand history and what transpired in the past leading into the

present, history is able to live on. Just because historical events are from the past does not mean

that they are over and done with, the effect of historical events is still felt to this day. With a

respect and acknowledgement of the events which created the foundation of current society,

students will have an enhanced knowledge of why things are the way they are now (“Why”).

Students must be educated in the most effective way possible in order to achieve maximum

understanding of history. While there are several ways in which students are educated about

history, landmarks serve as prime reminders of the history. In order to educate students

effectively educators can look to landmarks. This perception of history gained from education

can be further strengthened through engaging with what's there, thinking about why they were

constructed and who they were honoring.

In today’s society, nearly all pieces of knowledge are just a few clicks away. The

advancement of technology allows for countless historical sources that can be viewed through a

computer screen. This should not, however, detract from the importance placed on the physical

remnants of history that are also accessible to all. Having tangible history that is so accessible

encourages students to compartmentalize what they are observing and use their own knowledge

to truly understand the historical event in question. History is so complex that students must

engage past reading in a textbook or words from a lecture in order to fully understand it. It is

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common knowledge that there are several different learning styles, visual learning being one of

them. Studies have shown that a considerable amount of students are visual learners, so it would

only make sense to use landmarks as an educational tool when teaching history (Bușan). There

are landmarks which provide a full sensory experience for observers, resulting in both the

preservation of the historical event and ensured engagement with the public as a meaningful

experience. Through the experience of examining a landmark’s purpose, the historical event is

made relevant to the student, allowing for increased interest and enhanced understanding of the

topic. Looking to the landmark, students can conclude for themselves how it connects to their

own history or story. Engaging with landmarks as another means of educating helps students to

“understand the diversity of print and nonprint texts as well as the visual connections that can be

made between them,” making it a “practical way to connect the concrete and abstract thinking of

students who struggle to make meaning from text” (Seglem). With strengthened knowledge of

the situation, students are able to better understand it and therefore have a more accurate

perception of history. Using the newfound insights provided through observation of the

landmark, students are able to think historically to ask and answer questions about the past,

allowing them to take a primary role in their own learning experience and advancing their

connection to history from just the memorization of facts (“Historic”). Providing a physical

representation of what is being taught allows students to learn through observation and have a

firm grasp on the historical event in question. Teachers can further help this process by building

curriculum around the space, asking students what is it about this specific area that brought the

event to fruition. In an Interview with Meg Honey, Curriculum Specialist, she stressed the

importance of talking to students about the place itself and what makes it special and why the

events that happened take place in a specific area. Honey stated, “If you start centering a lesson

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around the landmark itself you immediately have connection to it. People are really now thinking

about history as a place.” Engaging students in this way ensures that they are not simply told the

facts of history. Rather, they are able to experience the event for themselves, adding more to the

learning experience than a teacher might be able to. Once the historical event becomes relevant

through the observation of its physical remnants, students can make a connection to their own

life.

An important part of learning history is being able to relate it to oneself. Students can

look at landmarks not only as history of what they know but also use it as a reminder of culture

and identity. As citizens of America, known for being home to people whose ancestors came

from all over the world, one can identify with several different cultures or communities. Even

though all students are different, they can use significant places such as landmarks to bring them

together and identify as one (Ning). A student’s education of history reinforced through

engagement with landmarks aids in identification with being an American. Especially in times

where there is so much division and anger, landmarks are something that actually bind

communities together, giving a commonality which reminds people what America should be

about. For example, one can look to famous landmarks such as the Statue of Liberty and identify

with a nation that welcomes all, further emphasizing the foundational values the country assumes

through the preservation of such a landmark (Wasner). Educating students about landmarks such

as this allows for them to understand the principles of the time and relate them to how society is

now, maybe not in terms of their own stories but instead the stories of others. Looking back to

nineteenth century Massachusetts, a sense of identity can be found for some in the African

Meeting House, where the oldest and longest surviving black church was the center of political

activity for years leading up to the Civil War (“African”). Through the preservation of this

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landmark students are able to understand the cultural identity of the African Americans who see

themselves in those who had once congregated there, gaining enhanced perspective regarding

their stories. Students can also look to landmarks which spark debate, such as Historic

Williamsburg. Although the preservation of the area “emphasized the importance of national

memory, instilling patriotism, and the celebration of the national past,” there was controversy

regarding the absence and then later presence of slavery from this colonial representation which

“heightened awareness of the power of historic sites to shape national self-conception”

(Stradling). This further shows how investment in landmarks allows for all parts of history to be

acknowledged and honored. Beyond the more famous landmarks, students can look within their

own communities to find remnants of their past and see how they have changed over time. The

Walnut Creek Historical Society provides a downtown walking tour led by docents as well as a

self-guided cellphone tour. The history of Walnut Creek is exhibited as visitors are shown the

buildings where the city made its name, finding identity in the remnants of the first mercantile

store still preserved within the walls of La Fogata, or the map used by the volunteer fireman

inside the walls of Havana. Historical places that might have been passed by without thought

before must be acknowledged for “the character of a place, its identity, and its people’s sense of

rootedness are shaped by interactions within the place and with other places. This duality affects

livability. In addition, places evolve over time, so connections across time are also important”

(“The Importance”). The connection to history can be made even more personal through

preservation of landmarks which reflect a community's identity. If a student can look to a nearby

landmark and see how the historical time it memorializes affects them now, the students

becomes even more invested in history. Walnut Creek Historical Society Historian, Jackie Byrd,

mentions her own experience in educating others, stating that “people become most invested in

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what I’m talking about once they are able to visualize that this is the experience of somebody my

age in this town.” This connection made between person and place allow for the understanding

of that time. Third graders of Walnut Creek elementary schools are taught this lesson through the

Walnut Creek Historical Society’s Living History Program, where they are transported to 1906

and are taught the various chores and games that children would have participated in during the

beginning of the twentieth century. This brings the Shadelands Ranch Museum to life, and the

students can look to this tangible reminder of history as another resource which expands their

knowledge of the past. The history is then inescapable in the way that it brings the past to the

present through the constant reminders that landmarks present, leading students to look at the

connection between past, present, and future.

Within the community of Walnut Creek, there are several pieces of overlooked history.

Gas stations, office buildings, and shopping centers are frequently spotted throughout the drive

down Ygnacio Valley Road. Somewhere in the middle of it all, a house of history stands proud

among its neighbors. The home built by Hiram Penniman in 1903 is now preserved as the

Shadelands Ranch Museum representing turn-of-the-20th-Century Walnut Creek. The home’s

architecture is a model of Colonial Revival design as evidenced by the curved glass bay windows

and the classic white columns of the front porch. The home is an amalgam of different styles, all

securing convenient conditions while accounting for a lavish and artistic living situation. The

tableware is perfectly placed on the dining room table placed in the center of blue-walled room,

as if ready for a meal to begin at any moment. The vibrant red carpet on the newel post staircase

leads to the upstairs where a sprawling map of Walnut Creek hangs, showcasing the city as it

was so many years ago. The bedrooms are neatly staged; bed perfectly made, clothes on the dress

form, all items neatly arranged on the vanity. The Shadelands Ranch Museum stands as a

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reminder of what Walnut Creek had once been. Its preservation serves to remind the Walnut

Creek community of where the own city has been, leading many to look towards where it is

going.

The importance of history goes beyond connecting the past to the present, it also allows

students to have a more educated approach when looking to the future. A famous aphorism from

George Santayana states, “Those who do not remember the past are condemned to repeat it.”

Looking to landmarks will remind students to build off the strong foundation of historical

knowledge regarding the past in order to make decisions for the future. As the National Trust for

Historic Preservation states, landmarks serve “as a resource for professionals in the field, and

educate the public, policy-makers, and legislators” (Jones). Students can reflect on history in

comparison to all parts of life, and use their knowledge of it to shape how they view and act on

different matters. In order to recall these moments of history and have them live outside of just

the classroom, the remnants of the events must be preserved. The landmarks that serve as

reminders of the past must not only be honored as moments of the past but also as a source of

wisdom in the face of the future (Staley). If students can remember to acknowledge the events of

history they can use them to avoid making the same mistakes and catch issues before they

become too problematic to prevent. In many ways history has repeated itself, and an increased

awareness of patterns will allow for less problems in the future. (Dixon) In order to prevent such

occurrences, students must remember the importance of history and ensure that future

generations are educated so that they carry the wisdom that knowledge of history brings. With

the strong foundation of historical knowledge, students will be able to think historically and

“evaluate the implementation of a decision by analyzing the interests it served, by estimating the

position, power, and priorities of each actor involved; by assessing the ethical dimensions of the

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decision; and by evaluating its costs and benefits from a variety of perspectives.” (“Historical”)

This understanding of the event enhanced by historical thinking allows students to really

question past events, therefore learning from them and implementing knowledge gained into

future choices.

History is so much more than something to be read in a textbook, it is more than just a

recollection of the past, even. Students are unconsciously influenced by history everyday, as it

has shaped the society around them. Novelist and social critic James Baldwin put it most

precisely, asserting that “history is literally present in all that we do” (Baldwin). It is essential to

understand that history must be preserved in order to remember what has made the world the

way it is. Preservation of historical landmarks allows future generations to look to them as

memorializations of history, gaining further understanding and insight into the nation’s story.

Works Cited

"African American Landmarks: Massachusetts." UXL Multicultural: A Comprehensive Resource

on African Americans, Hispanic Americans and Native North Americans, UXL, 2003.

Student Resources in Context,

http://link.galegroup.com/apps/doc/EJ2107200140/SUIC?u=wal55317&xid=04f828b6.

Accessed 15 Feb. 2018.

Baldwin, James. The Price of the Ticket: Collected Nonfiction 1948-1985. St. Martin's / Marek,

1985.

Bușan, Alina-Mihaela. “Learning Styles of Medical Students - Implications in Education.”

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Current Health Sciences Journal, Medical University Publishing House Craiova, 29 Mar.

2014, www.ncbi.nlm.nih.gov/pmc/articles/PMC4340450/.

Byrd, Jackie. Historian. Personal Interview 12 March 2018.

Corfield, Penelope J. “All People Are Living Histories – Which Is Why History Matters.”

Making History, Insitute of Historial Research,

www.history.ac.uk/makinghistory/resources/articles/why_history_matters.html.

Dixon, Patrick. “How to Predict the Future? Look to the Past.” WIRED, WIRED UK, 6 June

2016, www.wired.co.uk/article/how-to-predict-future-past.

“Historic Places and the Inquiry Method.” National Park Service, U.S. Department of the

Interior,

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“Historical Thinking Skills.” American Historical Association, American Historical Association,

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learning-in-the-digital-age/the-history-of-the-americas/the-conquest-of-mexico/for-

teachers/setting-up-the-project/historical-thinking-skills.

Honey, Meg. Curriculum Specialist. Phone Interview. 8 March 2018.

Jones, Arnita A. "National Trust for Historic Preservation." Dictionary of American History,

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Ning, Wang. "Diasporic writing and the reconstruction of Chinese national and cultural

identity or identities in a global postcolonial context." ARIEL, vol. 40, no. 1, 2009, p. 107+.

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Student Resources in Context,

http://link.galegroup.com/apps/doc/A210585174/SUIC?u=wal55317&xid=7ebcf4a0.

Accessed 12 Mar. 2018.

Seglem, Robyn, and Shelbie Witte. "You gotta see it to believe it: teaching visual literacy in

the English classroom." Journal of Adolescent & Adult Literacy, vol. 53, no. 3, 2009, p.

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Staley, David J. History and Future: Using Historical Thinking to Imagine the Future.

Lexington Books, 2010

Stradling, David. "Preservation Movement." Dictionary of American History, edited by

Stanley I. Kutler, 3rd ed., vol. 6, Charles Scribner's Sons, 2003, pp. 452-453. Student

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“The Importance of Place and Connectedness.” National Academies Press: OpenBook,

National Academies Press, www.nap.edu/read/10262/chapter/5#56.

Wanser, J.C. "Historic sites and landmarks that shaped America: from Acoma Pueblo to

Ground Zero." CHOICE: Current Reviews for Academic Libraries, Mar. 2017, p. 998.

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Accessed 12 Mar. 2018.

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“Why History Matters.” University of Missouri History, College of Arts & Science ,

history.missouri.edu/why-history-matters.

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