HIST 7311
Introduction to Public History
University of Arkansas at Little Rock
Fall Semester 2009
Dr. Raymond D. Screws
601C Stabler Hall
569-8154, rxscrews@ualr.edu
Office hours: MWF, 11AM-Noon.
W 6:00-8:40pm
Arkansas Studies Institute
401 President Clinton Ave.
Course Goals:
This course presents an overview of public history with special attention given to major issues in
the field and areas of public history. During the semester our class will discuss the history,
philosophy, and purposes of historical agencies, including museums, archival institutions, and
historic preservation organizations. We will also examine the relationship between historians and
the business community, government agencies, philanthropic groups, and most importantly the
general public. Lastly, we will learn about professional ethics in public history and why they are
important.
Specific Objectives:
1. To define the role and scope of public history within the broader framework of the
discipline of history.
2. To introduce students to the broad range of activities comprising the field of public
history.
3. To demonstrate the essential role of “traditional” history as a foundation of public
history.
4. To introduce students to the types of public historians.
5. To introduce students to the variety of skills necessary to successfully pursue public
history.
6. To introduce students to persons actively engaged in various fields of public history.
7. To illuminate the variety of ethical challenges facing public historians.
Evaluation:
Class discussion/summaries
Exhibit review
Calico Rock project
Major issues essay/presentation
25%
20%
25%
30%
100%
The guidelines for each of the three written projects will be discussed during the semester.
Briefly, the exhibit review should be a three to five page analysis of a museum exhibit or historic
site (Due Oct. 7); the Calico Rock project will be a multi-task exercise. The major issues essay
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should be about twelve pages in length and is intended to be an analysis of the major issues
confronting Public Historians in a specific field. In addition to researching the issue in
publications, you must interview a local public historian about how/if the issue has affected their
institution. This assignment is due the last week of the semester and includes an oral
presentation.
Students are expected to complete the assigned readings for each week, participate in class
discussion, and if class discussion is lacking submit a brief summary of readings at the start of
each class. Each week a student is expected to lead discussion on the week’s topics and
readings. A student is eligible for one excused class absence during the semester without
penalty.
For a good source for suggestions on conducting a museum review see Thomas Schlereth in the
Journal of American History, June 1989.
Required Textbook:
James B. Gardner and Peter S. LaPaglia, eds. Public History: Essays From the Field,
Malabar, Florida: Krieger, 1999. (TEXT)
Some additional readings could be available on the Black Board server:
Other good readings:
Anderson, Gail, ed. Reinventing the Museum: Historical and Contemporary Perspectives
on the Paradigm Shift. Alta Mira, 2004.
Mike Wallace. Mickey Mouse History and Other Essays on American Memory,
Philadelphia: Temple, 1996. (Mickey)
Robert Brent Toplin. History by Hollywood: The Use and Abuse of the American Past.
Urbana: University of Illinois Press, 1996.
Barbara J. Howe and Emory Kemp, eds. Public History: An Introduction. Malabar,
Florida: Krieger, 1986
Benson, Brier, and Rosenzweig, eds. Presenting the Past: Essays on History and the
Public. Philadelphia: Temple, 1986.
Periodically during the semester UALR Public History program graduates and other Public
Historians will be class guests to discuss their experiences.
Topics and Assignments
Week 1: August 26
Class & Program Introduction
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Week 2: September 2
Introduction to Public History
“Introduction,” p.3 (TEXT)
Mooney-Melvin, “Professional Historians and the Challenge of Redefinition,” p. 5 (TEXT)
Schulz, “Becoming a Public Historian,” p. 23 (TEXT)
Gregory E. Smoak, “The Working Group on Evaluating Public History Scholarship,”
OAH Newsletter, August 2008, pp. 1 & 8.
Devine, “Administrators,” p. 45 (TEXT)
Week 3: September 9
Howell, “Interpreters and Museum Educators,” p. 141 (TEXT)
Pretzer, “At Historic Sites and Outdoor Museums,” p.257 (TEXT)
Controversy and Public History: What does the Public Know, Anyway?
Johanna Miller Lewis, “Preserving Places That Recall Divisive Times: A Survival
Guide,” Preservation Forum Journal, Spring 2004, pp. 20-27.
Johanna Miller Lewis, “’Build a Museum and They Will Come’: The Creation of The
Central High Museum and Visitor Center,” The Public Historian, Vol. 22, no. 4, pp. 29-45.
Mike Wallace, “The Battle of the Enola Gay,” (Mickey), 269.
Michael Wallace, “Mickey Mouse History: Portraying the Past at Disney World.”
(Mickey), 133.
Week 4: September 16
Tryon, Archivists and record Managers,” p. 57 (TEXT)
When No One is Looking: Ethics and Doing Right in the Profession
Stanley Hordes, “Does He Who Pays the Piper Call the Tune? Historians, Ethics, and the
Community.” The Public Historian 14 (Summer 1992): 39-45.
Andrew Gulliford, “Curation and Repatriation of Sacred and Tribal Objects.” The Public
Historian 14 (Summer 1992): 23-38.
Clement W. Meighan, “Another View of Repatriation: Lost to the Public, Lost to
History.” The Public Historian 14 (Summer 1992): 39-45.
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Class tours the ASI archives.
Week 5: September 23
Woodhouse, “Museum Curators,” p. 187 (TEXT)
Exhibits, Artifacts, and Leadership
Thomas Schlereth, “Defining Collecting Missions: National and Regional Models,” and
Harvey Green, “Collecting Collectives: Collaboration in Collecting and Exhibiting,” in AASLH,
A Common Agenda for History Museums.
Week 6: September 30
Lee, “Historic Preservationists and Cultural Resource Managers,” p. 129 (TEXT)
McDaniel, "At Historic Houses and Buildings,” p. 233 (TEXT)
Mike Wallace, “Preserving the Past: A History of Historic Preservation.” (Mickey, 177).
Guest speaker: Mark Christ, Arkansas Historic Preservation Program.
Calico Rock project
Week 7: October 7
Ham, “Manuscript Curators and Specialists,” p. 169 (TEXT)
Community History
The Evolving Museum Paradigm
Sheldon Hackney, “Who Owns History?: A Conversation with Williamsburg Historian
Cary Carson,” in Humanities, Jan/Feb. 1995, Vol. 16, Issue 1. (?)
Calico Rock project
Exhibit Reviews due.
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Week 8: October 14
D’ Aniello, “Librarians and Bibliographers,” p. 157 (TEXT)
History and the Federal Government
Bunch III, “In Museums at the National Level,” p. 345 (TEXT)
Please review www.nps.gov and www.loc.gov and www.nara.gov
Calico Rock project
Week 9: October 21
Warren-Findley, “Contract Historians and Consultants,” p. 75 (TEXT)
Kraemer, “Policy Advisors,” p. 217 (TEXT)
Cantelon, “As a Business,” p. 385 (TEXT)
Guest Speaker: Jim Metzgar, Histeron Associates. (?)
Calico Rock project
Week 10: October 28
Diaz & Russell, “Oral Historians,” p.203 (TEXT)
Public History & Public Memory
Rachel Bernstein, Paul H. Mattingly, “The Pedagogy Of Public History,” in Journal of
American Ethnic History, Fall 98, Vol. 18, Issue 1.
Marla R. Miller, “Playing to Strength,” in American Studies International, Jun/Oct2004,
Vol. 42, Issue 2/3.
View part of the documentary “The Fog of War,” in class.
Exercise: Go on the web and see how many different organizations provide instructions or
guidelines for doing oral history. Come to class prepared to discuss what you found and
which sites were good and which sites were dreadful and why.
Calico Rock project
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Week 11: November 4
Greer, “Editors and Publishers,” p. 103 (TEXT)
Calico Rock project
Week 12: November 11
Falk, “Documentary Editors,” p. 87 (TEXT)
Calico Rock project
Week 13: November 18
Seavey, “Film and Media Producers,” p. 117 (TEXT)
History on the Little Screen
View “Time of Fear” in class.
Calico Rock project
Week 14: November 25
NO CLASS – Thanksgiving
Week 15: December 2
Major Issues Reports
Policy for Absences and Late Assignments: It is important to attend class.
Every student gets four (1) free absences (unexcused and excused). Beginning with the
second (2) and every subsequent absence, students lose 5 points.
Assignments are due on the dates listed. 10 points are docked for every day an assignment is overdue.
Academic Honesty: All assignments are conducted under the Academic Dishonesty provisions of the
UALR Student Handbook found on page 63, and on the UALR web site at
www.ualr.edu/www/archive/handbook/HANDBOOK.HTML.
Classroom Disruption: Students may not disturb normal classroom procedures by distracting or
disruptive behavior. Any student involved in such disturbances may be subject to disciplinary action.
This is found on page 64 of the UALR Student Handbook.
I strive to maintain a classroom environment that is open and engaging and comfortable for all students.
 I expect you to be respectful, in behavior and speech, of me and your classmates. Disrespectful
speech or behavior is not appropriate or acceptable, and is not tolerated. I reserve the right to eject
from the classroom students who engage in such speech or behavior.
 Class begins promptly at the top of the hour, and you should be in your seat and ready to go at
that time. Late arrivals can be disruptive and distracting and should be avoided. If you must
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
arrive late, please enter through the back of the classroom and quietly take a seat. Consistent
tardiness and loud and distracting late arrivals is not tolerated.
Please turn off all cell phones, pagers, etc., before class begins. If you forget to turn your cell
phone off, and it rings during class, please turn it off immediately. Under no circumstances
should you answer a cell phone if it rings during class. (If you do answer your cell phone during
class you will be asked to leave the classroom immediately.)
Students with disabilities: It is the policy and practice of the University of Arkansas at Little
Rock to create inclusive learning environments. If there are aspects of the instruction or design
of this course that result in barriers to your inclusion or to accurate assessment of achievement-such as time-limited exams, inaccessible web content, or the use of non-captioned videos--please
notify the instructor as soon as possible. Students are also welcome to contact the
Disability Resource Center, telephone 501-569-3143 (v/tty). For more information, visit the
DRC website at www.ualr.edu/disability.
Disclaimer: I reserve the right to change the syllabus during the semester. I will let the class know of
any changes.