Reflection
This project afforded us many opportunities to learn new information. While we all had an interest in the estate as a beautiful attraction to visit when in Asheville, we did not know the entire history of the house and grounds. Most historic homes that have been opened as museums and/or attractions have been restored and are maintained publicly; this is not the case with Biltmore estate. The most fascinating aspect of the history of Biltmore that we came across in our research was the way in which economic factors of Asheville and the Vanderbilt family influenced the journey of the estate from private home to tourist attraction. The Vanderbilt name isn't normally associated with the idea of frugality and financial worries, yet the money required to maintain and restore the estate was in fact the motivation that lead to the opening of the home and gardens to the public. Also, the storing of National Gallery artwork at Biltmore during WWII because of fear for their safety was an interesting piece of the estate's history of which we were unaware.
We decided early on in the project that we wanted to focus on the journey of the estate from George W. Vanderbilt's inspiration for a palatial personal residence to its current state as an American landmark. We realized that to fully explain the process, we needed to delve into the family history of the Vanderbilts themselves. Ileana researched the Vanderbilt family history; she also researched George and Edith's life and philanthropic efforts in the Asheville community. Lisa's special interest is in architectural history, so she took on the design and construction period. Zeinab would continue on by focusing on Biltmore's journey toward its present state as an American landmark.
After we finished the project, we realized that there are many aspects of the history of this estate that would be beneficial as tools to teach social studies within a classroom. Biltmore Estate and its development would be an amazing way to teach children about community. The design of the estate included a village, church, post office, and school, for example. Maps of the estate and village would be such a fun and concrete way to teach geography skills. Timelines could be created highlighting the history of the house and the Vanderbilt family. Lessons in economics could be gleaned from Biltmore estate and the history- students could be introduced to the "Gilded Age" and its excesses as well as the changes brought about by war and the Great Depression.
This website can be used as a tool to teach many of North Carolina Social Studies Essential Standards, such as, The following third grade standards:
3.H.1 Understand how events, individuals and ideas have influenced the history of local and regional communities.
3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.
3.H.2 Use historical thinking skills to understand the context of events, people and places.
3.H.2.1 Explain change over time through historical narratives. (events, people and places)
We decided early on in the project that we wanted to focus on the journey of the estate from George W. Vanderbilt's inspiration for a palatial personal residence to its current state as an American landmark. We realized that to fully explain the process, we needed to delve into the family history of the Vanderbilts themselves. Ileana researched the Vanderbilt family history; she also researched George and Edith's life and philanthropic efforts in the Asheville community. Lisa's special interest is in architectural history, so she took on the design and construction period. Zeinab would continue on by focusing on Biltmore's journey toward its present state as an American landmark.
After we finished the project, we realized that there are many aspects of the history of this estate that would be beneficial as tools to teach social studies within a classroom. Biltmore Estate and its development would be an amazing way to teach children about community. The design of the estate included a village, church, post office, and school, for example. Maps of the estate and village would be such a fun and concrete way to teach geography skills. Timelines could be created highlighting the history of the house and the Vanderbilt family. Lessons in economics could be gleaned from Biltmore estate and the history- students could be introduced to the "Gilded Age" and its excesses as well as the changes brought about by war and the Great Depression.
This website can be used as a tool to teach many of North Carolina Social Studies Essential Standards, such as, The following third grade standards:
3.H.1 Understand how events, individuals and ideas have influenced the history of local and regional communities.
3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.
3.H.2 Use historical thinking skills to understand the context of events, people and places.
3.H.2.1 Explain change over time through historical narratives. (events, people and places)