American Authors and Historic Preservation

This activity can be used as an introduction to historical preservation or the National Register of Historic Places, or in a unit about American authors. For grades 5-8. Approximate time needed is 30 minutes. Students can complete the activity individually, in pairs, or in small groups.

Before beginning the activity, ask the students if they know who Harriet Beecher Stowe, Mark Twain, and Washington Irving were. Stowe, Twain, and Irving were 19th century American authors. Explain to students that they will find additional information about the three authors from an unexpected source.

Instruct students to begin the activity and inform them that they will see photos of Stowe, Twain, and Irving, as well as the houses where they lived. They should click on the “Open in New Window” icon for each person and house to read information about them. Then they should match each person to their home.

Making all of the matches will reveal a small portion of the National Historic Preservation Act of 1966. Students should click on “When You’re Done,” to learn that Congress passed this law to preserve the history of the nation because it helps Americans remember who we are. They will also read that the act created the National Register of Historic Places – the official list of the nation’s historic buildings, districts, sites, structures, and objects worthy of preservation. It recognizes more than 90,000 properties for their significance in American history architecture, art, archeology, engineering, and culture. The application process is extensive and includes the historical significance and often biographical information about the person associated with the property.

Students will be directed to respond to the following:

1. Choose one house: “Sunnyside,” the home of Washington Irving, the Harriet Beecher Stowe House, or the Mark Twain House. Review the information about it from its application. Write one thing you learned about the American author who lived there.
2. What site in your community would you nominate to the National Register of Historic Places? Write two sentences about why the site has historic significance and why it should be preserved.

Conduct a class discussion about students’ answers. Did they learn anything surprising about any of the authors? What do they feel should be preserved in their community? Discuss what kinds of things might be most worthy of preservation, what community figures might be important to remember, and what future generations might want to know.