Curiosity about History: What Does this Mean for Museum Educators?

February 27, 2020

Earlier this month, the American Alliance of Museums released a blog post called “Curiosity About History is Growing Across Generations, a New Survey Finds” by Conner Prairie President and CEO Norman Burns. The blog post revealed survey results from a survey conducted by Connor Prairie, Indiana’s first Smithsonian affiliate museum which is an outdoor museum that inspires curiosity and fosters learning by providing engaging and individualized experiences for everyone. They wanted to find out what individuals thought about history and museums since the general initial impressions of museums is each one focuses on one discipline (i.e. history, art, science) or one type (i.e. children’s, zoological, and nature). Also, they found that similar surveys have not been conducted in decades which was why they decided to conduct their own national survey. After examining the results, they emphasized how museums have the potential for so much more than a house for collections and museums will continue to evolve with the changing society. Once I read the blog, I kept thinking about what the survey results mean for museum educators teaching programs in history and decided to share a few examples from the blog post to illustrate how museum educators can utilize the results for their practices.

Museum educators in history museums, historical societies, and historic house museums in recent years have been learning to incorporate other disciplines to provide well-rounded experiences for the audiences they teach. In my experience as a museum educator, I developed my skills in teaching not only history but also art and STEM (science, technology, engineering, and mathematics). All museum educators, including myself, could benefit from finding out from their audiences how to best create memorable and educational experiences. This survey is an example of what we can take away about how we can harness the increasing interest in history. In the post, Burns pointed out museums role in helping individuals connect with history:

The survey found that, second only to gatherings with their families, Americans most often mentioned visits to museums and historic sites as the situation that makes them feel most in touch with history. When asked which sources they most trusted for knowledge of the past, Americans put museums and historic sites first, ahead of grandparents, eyewitnesses, college professors, history books, movies, television programs, and high school history teachers. The survey demonstrated that America’s history museums have broad appeal and respect, while also having a real personal impact on Americans. People connect with the past when they visit museums and historic sites, and award these institutions a credibility that is greater even than an eyewitness’s account or a grandparent’s memory.

I have seen visitors who came to the museums I worked for tell me about what book, television show, movie, etc. that inspired them to visit this museum and asked questions confirming whether or not the information they learned in other mediums was accurate. For instance, at the Three Village Historical Society, which works within the community to explore local history through education, I spoke with visitors who came to see the Historical Society’s exhibit about the Culper Spy Ring (who collected intelligence during the Revolutionary War for General George Washington) because of the AMC television show Turn about the Culper Spy Ring. A lot of questions I received were how accurate the show was to what happened during the Revolutionary War and how the Culper Spy Ring operated. Museum professionals should make sure that their research is up to date when anything new is discovered so the narrative presented in programs and exhibits are accurate especially since our institutions are seen as credible sources of information.

The survey also pointed out that history museums are the number one most trustworthy source of information in America. Therefore, museum professionals, especially museum educators, have been doing something right for survey participants to state history museums are the most trustworthy source of information.

Burns continued to share results from the survey and some of the findings including why history is valuable to us personally, to our communities, and to our future. According to the survey,

96 percent of Americans believe it is important to look at our history to inform our future.

91 percent of Americans agree that it is important that people learn about history to build a strong foundation for the future.

42 percent of Americans now have a higher level of curiosity in history as compared to this time to last year.

Millennials showed the highest level of increased curiosity, at 55 percent, compared to 42 percent of Gen Xers and 28 percent of baby boomers.

These results show increasing interest in and curiosity about history within generations in America, and it is important to also appeal to the younger generations who seem to be the most interested in learning about history especially since a large number of individuals see history as a way to inform the future. Also, other results from the survey revealed that Americans believe in history museums can stress the importance of protecting the environment and develop critical thinking skills. Museum educators should learn about the communities their museums serve, and with survey results like this one we are able to evolve with the communities we are a part of.

Links:

https://www.aam-us.org/2020/02/03/curiosity-about-history-is-growing-across-generations-a-new-survey-finds/

https://www.connerprairie.org/

https://www.connerprairie.org/new-survey-nine-in-10-americans-say-our-past-should-inform-our-future-curiosity-in-history-expands-across-generations-with-millennials-leading-the-way/

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lindseystewardgoldberg

I am a passionate and dedicated individual who is determined to provide local and national history for future generations to appreciate their roots and teach the next generation. My love for museums began from a very young age. When I was a child, my family encouraged myself and my sisters to visit various historic sites and museums including Plimoth Plantation and Salem Witch Museum, and continued as I grew up when I saw places such as the Birthplace of Abigail Adams. My lifelong passion for history led me to earn my Bachelors degree in History from Western New England University and my Masters degree in Public History from Central Connecticut State University. While I was in the Central Connecticut State University Public History graduate program, I worked on the Connecticut Historical Society’s “Cooking by the Book” exhibit that my group came up with the original proposal for. I also helped set up art exhibits at CCSU’s art galleries, and wrote a lesson plan on women contributions to society in the eighteenth century as a final project in the program for the Stanley-Whitman House museum. Along the way, I gained various experiences within school activities and museums. My experiences include working with students in school programs at the Stanley-Whitman House in Farmington, Connecticut, Connecticut’s Old State House, and Connecticut Landmarks Hartford properties. I also volunteered at the Franklin Historical Museum in Franklin, Massachusetts where I provided tours for visitors, helped organize public programs connected with town events, and kept an inventory of the museum’s collections. I became a full time Museum Educator with the Long Island Museum where I teach programs, and take on administrative roles such as schedule programs. Today, I am an independent museum professional working on various projects. For instance, I joined the Long Island Maritime Museum and Three Village Historical Society volunteering in the education and visitor services departments. I continue to look for opportunities in which I educate school groups and the public on the significance of the arts, history, and sciences in our society through the museum education field.

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