Public History at UMass Boston

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Tag: Historic Newton

Alumni Spotlight: Clara Silverstein

Clara Silverstein is the Community Engagement Manager at Historic Newton in Newton, Massachusetts. A public/private partnership between the Newton Historical Society and the City of Newton, Historic Newton “inspires discovery and engagement by illuminating our community’s stories within the context of American history.” Silverstein has worked for Historic Newton for more than three years now, but the career path that led her there was anything but ordinary.  

Before working in community engagement, Silverstein had a long career as a journalist and author. But when journalism became an unsustainable career because of the changes in the marketplace, she decided to apply her research skills and interest in American history in a new field: public history.  

Clara Silverstein, photograph supplied by Clara Silverstein, 2018

Clara Silverstein, photograph provided by Silverstein, 2018

“I changed careers when I was over age 40. It wasn’t too late!” Silverstein recalled of her decision to switch careers. She looked at many programs in the Boston area before deciding to enroll in the public history track of the history MA program at UMass Boston. “I liked UMass because it didn’t seem to focus on the MA merely as a stepping stone to a PhD,” she said. “The schedule also seemed flexible for someone who already had family responsibilities and part-time work. Best of all, it was affordable.”

While at UMass, Silverstein worked with the Tracing Center on the History and Legacies of Slavery, which prepared her for her later work at Historic Newton, where she interprets the Underground Railroad and slavery. Utilizing her already strong research skills, she completed the program with a thesis comparing the interpretation of the founding story of America at Jamestown, Virginia and Plymouth, Massachusetts.

Two Visitors, Historic Newton House Tour, 2017

Two Visitors, Historic Newton House Tour, 2017

After graduating with her Master’s in History, Silverstein did freelancing and contract work before finding a permanent role at Historic Newton. There, as Community Engagement Manager, she plans and manages public programs, including lectures, walking tours, panel discussions, and an annual House Tour attended by more than 400 people. She also manages Historic Newton’s social media accounts, newsletter, and press outreach. “I like finding creative ways to interest the public in history, whether it’s leading a tour about sports heroes or posting an interesting fact about the city on social media,” Silverstein told us.

Since Historic Newton aims to interpret local history in the context of American history with special emphasis on social justice, there is no shortage of creative opportunities for Silverstein. At Historic Newton, she emphasized, “We like to connect past the past with the present.” In the past, for example, the institution has hosted a panel linking activism around abolition in the 19th century with the current Black Lives Matter movement. Their latest panel event, which took place on November 4th, was a discussion about the history of language around race, LGBT issues, and disability. 

Clara Silverstein giving an introduction at a Historic Newton Event, Newton Center, MA

A rich and diverse collection supports the Silverstein’s efforts to bring history to life for the public. Historic Newton collects a variety of documents and photos that relate to the history of Newton, plus many objects that relate to the material culture and institutions in the city. From maps and records of abolitionist societies to clothing and kitchen tools, Historic Newton preserves and makes accessible the records and items that give insight into the city’s past. 

Despite loving her work, like many public historians in small institutions, Silverstein finds it challenging to manage a mountain of responsibilities during a 40-hour work week. Inevitably, she has to let some things– like social media posting– slide when she is overloaded with event planning. Yet she finds ways to get it all done, making use of the assistance of interns whenever possible (take note, current public history students!).  

Maintaining a sustainable work-life balance makes it possible for Silverstein to set aside time after hours for her passion for writing. She just published her first novel, a work of historical fiction entitled Secrets in a House Divided: A Novel of Civil War Richmond. (If you’re looking for something to read over Christmas break, you can find it here!)

Ultimately, Silverstein is glad to have left her career in journalism behind. With an eye to the future, she stated, “I want to stay involved in interpreting American history to the public no matter what form it takes – writing, speaking, planning programs, leading tours. I think I have found my calling in life!”

Clara Silverstein and others at the Jackson Homestead Renovation Celebration, 2016

Clara Silverstein and others at the Jackson Homestead Renovation Celebration, 2016

Her advice to current students?

Take advantage of your proximity to Boston and visit its rich historical resources while you’re in school so you can learn how various sites interpret history. Appreciate the opportunity discuss what you’re reading with professors and mentors who structure your learning. Once you leave school, that’s gone!

Internship at Historic Newton: Putting Education into Practice

By: Laurie L. Kearney

In September of 2017, I started my Public History internship with Historic Newton as an Education Collection Interpretation Intern. Historic Newton has a very active presence in their city. They were founded in the 1950s and today run two museums, The Jackson Homestead & Museum and the Durant-Kenrick House & Grounds. They also maintain the town’s historic cemeteries, offer many educational programs to their community including programs for adults and school children, and have online programs that include exhibits, historical information and teacher resources. Their mission is to illuminate their city’s history in the context of the nation’s history.

Jackson Homestead, 527 Washington Street, Newton, MA

Jackson Homestead, 527 Washington Street, Newton, MA

Historic Newton is dedicated to providing educational opportunities, not only for Newton residents, but for the broader community via the world wide web. Historic Newton offers many educational programs for school age children, and these programs were the focus of my role as intern. In recent years, Historic Newton has developed a daylong lesson on old burying grounds in conjunction with Newton’s middle school teachers. Their two museum spaces feature multiple exhibits on Newton’s history, including sections on slavery and the Underground Railroad, and the domestic life of a Newton family spanning over a century. Online visitors can find exhibits on the Charles River, Newton artists, penny postcards, and the Underground Railroad. Currently, Historic Newton is writing a new curriculum on immigration and has several new programs in the works for the community.

Capt. Edward Durant House, 286 Waverley Ave, Newton, MA

Capt. Edward Durant House, 286 Waverley Ave, Newton, MA

Over the last thirty years, museum education has become an integral part of exhibit planning. Before the 1960s, museums were spaces where people went to simply look at exhibits. In the 1970s, museums began to be thought of as nontraditional learning spaces (versus a traditional classroom setting) and history museum staff began developing exhibits with learning objectives in mind. As a result, there has been a shift from passive to active learning. Today, when people visit a museum they expect to learn something new from an exhibit, a community program, a walking tour, or an activity; most likely, a museum educator had a hand in its development. Museum educators are a vital component of a well-staffed museum. They are specialists who assist institutions in achieving their educational goals.

Museum educators may work with a variety of people, whether they are in-house professionals, community residents, or local public school teachers, to develop programs that are both engaging and informative. Working with teachers on developing curriculums, results in lessons that are meaningful to students, respond to the curriculum, and that teachers are eager to teach. This kind of collaboration creates ownership for the project, which helps the community value the exhibit or program. Through collaboration and exhibit design, museum educators create meaningful programs, lessons, and exhibits for their participants.

Please Touch table

One of my responsibilities as an intern was to create a “please touch” table for our museum visitors.

As the Education Collection Interpretation Intern, it was my turn to put these ideas and theories into practice. My responsibilities included updating the existing program “If You Lived in the Jackson Homestead” to make it more participatory for young audiences; creating a new exhibit for the “Please Touch” table in the Historic Newton Gallery; and researching items in their education collection for further use in Historic Newton’s educational programs. My goal was to create hands-on activities that allow young children to encounter the past in meaningful ways and engage them in age-appropriate historical thinking.

The “If You Lived at the Jackson Homestead” program is one of Historic Newton’s much loved and older programs, but both staff and visiting teachers identified the need to make it less lecture-based and more participatory for its young audiences. Feedback from teachers indicated a need for more resources for use in their classrooms to support this program. My initial observation of this hour-long lesson for children ages 4 to7 revealed the need for a new approach – these young children spent 30 minutes listening to the presenter deliver information before they had an opportunity to participate in a hands-on activity. My challenge was to figure out how to incorporate participatory elements into the 30-minute information-based session, to make it fun and meaningful for the children. I came up with several ideas then refined them with the help of Newton Public School teachers and Historic Newton staff. In addition, I revised objectives, artifacts, instructions, and follow-up for the existing artifact-handling activity, devising a game that allows children to practice comparing past and present through images of objects of the past and their versions in the present. This new approach to the activity and the other additions to this lesson added a strong participatory component, which better engaged the children.

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