Adams County Neighborhood Storytelling Project by Katelyn Puga

Adams County

Neighborhood Storytelling

Project

Adams County

Neighborhood Storytelling

Project

Author

Katelyn Puga Client

Adams County Long Range Strategic Planning Office Capstone Project submitted in partial satisfaction of the requirements for the degree of Master of Urban and Regional Planning, College of Architecture and Planning, University of Colorado Denver.

May 2017

Acknowledgements

Adams County Long Range Strategic Planning Office University of Colorado Denver Department of Urban and Regional Planning City of Brighton Historic Preservation Office Welby Heritage Foundation Westminster Historical Society & History Center Adams County Historical Society & Museum Brighton Agricultural Preservation Commission Regis University, Cultivate Health

Table of Contents Executive Summary Introduction

8 12

Where Have We Been?.................................................................... 13

Scope of Project............................................................................... 16

Where Are We Now?...................................................................... 18

Strengths and Weaknesses............................................................. 19

Creating Place Identity through Storytelling

Introduction..................................................................................... 22

Methods to Define Place Identity in Communities.

Conclusion....................................................................................... 29 Relevant Plans

Storytelling Case Studies

Storytelling Projects for Community Planning.......................... 35

Storytelling Events.......................................................................... 36

Digital Storytelling.......................................................................... 37

Collecting Stories

Methods............................................................................................ 40

Context Research............................................................................. 41

Survey................................................................................................ 42

Oral Histories................................................................................... 44

Storytelling Event............................................................................ 45

Application in Story Map............................................................... 46

Recommendation Development................................................... 47

Findings & Recommendations

Learning & History

Comprehensive Recommended Goals...........................................

Neighborhood History Discoveries

Brighton District Plan History Overview....................................... 60

Brighton District Plan Recommendations..................................... 62

Welby History Overview................................................................... 66

Welby Recommendations................................................................. 68

Goat Hill History Overview.............................................................

Goat Hill Recommendations...........................................................

Lessons Learned

Oral History Recommendations.....................................................

Survey Improvement Recommendations......................................

StoryFest Event Recommendations................................................

Story Map Recommendations.........................................................

Conclusions

Summary of Conclusions

Sources

Appendices

Appendix A, Community Contact Directory................................ 102

Appendix B, Adams County Historic Community Survey.......... 106

Appendix C, Oral History Interview Questions........................... 108

Appendix D, Story Map QR Code.................................................. 109

EXECUTIVE SUMMARY

Executive Summary In the early 1800s the first pioneers and explorers who stumbled upon the grounds that make up present-day Adams County realized the potential for its growth. Rolling hills of grass and nearby natural resources created the perfect environment for a new home in the west. As the centuries have passed, the development of the community and its unique identity has formed a prosperous county where historic characteristics still remind us of times that have past. The long history of Adams County, rooted in agriculture and industry, has produced many historically essential features and characteristics that need to be discovered and documented. The purpose of the Neighborhood Story Telling Project for Adams County is to define these historic characteristics through the collection of documents, photographs, oral histories, and maps so that they can be incorporated into community building. The Adams County Long Range Strategic Planning Department shall use the information gathered to document historically significant places and develop an interactive tool for the community. There are three focus neighborhoods that were analyzed and researched in this project; the Brighton District Plan, Welby, and Goat Hill. These three focus neighborhoods were chosen due to their desirable locations, as many of them are in near proximity to light-rail stations and other major transportation corridors. The neighborhoods are the host of some of the most historic areas of Adams County, dating back to the early 1800s. The research of historic information and stories of each neighborhood has developed

a unique historic context; of which, many historic features can be identified for future development of branding for the historic neighborhoods. Storytelling has proven to be a critical element to recognizing place identity within communities. Applications of storytelling for other communities exist in many different forms such as storytelling for community planning, storytelling events, and storytelling through digital mediums. These forms of storytelling were utilized throughout this project. The application of storytelling for collecting information about each neighborhood helped to create overall recommendation goals for the project, neighborhood specific recommendations, and neighborhood specific actions. The comprehensive recommendations for Adams County included four goals for documenting the history and the future implementation of the Adams County Neighborhood Storytelling Project: Historic Preservation, Education, Awareness, and Outreach, Branding, Events, and Place Identity, and Collaboration. Historic Preservation Goals: Processes for the acknowledgement and implementation of preserving historic character and features that the community values. Education, Awareness, and Outreach Goals: Providing learning opportunities about the historic communities of Adams County for all generations within the community.

EXECUTIVE SUMMARY

Branding, Events, and Place Identity Goals: Creating a unique identity for the neighborhoods of Adams County by providing marketing, branding, and events.

published and historic preservation resources about their community were more invested in the project. These should be priority communities for the project.

Collaboration Goals: Using a collaboration of community champions and groups to accomplish implementation of historic heritage awareness for the neighborhoods of Adams County.

4)This project involves extensive time and investment in the neighborhoods, stakeholders within the community and administration of the county should be involved in the continuation of the project for support.

To address each neighborhoodâ&#x20AC;&#x2122;s specific needs, the recommended actions were developed to be consistent with at least one of the four comprehensive recommendation goals. Moreover, the future of the project relies on the application of the research process lessons that were heeded from this project. These are lessons learned from conducting oral history interviews, surveys, creating a story map, and participating in a storytelling event. Efficiency, time, and outreach are essential themes to be addressed for the expansion of this project in the future. The project has four key observations that informs Adams County of how to proceed with the project in the future.

In conclusion, the residents of Adams County support this project and are an integral part in collecting and documenting historic information. The importance to the community memberâ&#x20AC;&#x2122;s legacy in their neighborhoods is critical to preserving historic stories before they are lost in time. The Adams County Neighborhood Storytelling Project should not only be continued for the three focus neighborhoods of Brighton District Plan, Welby, and Goat Hill; but should be expanded to all the neighborhoods in the county. Investment in the project is a critical part of its expansion, implementation, and honor of the past for the residents of the future.

1)The community members are a critical part of collecting and documenting information. They are supportive and engaging, and are a valuable resource. 2)Many historic features have already been physically lost, but the memories still live within the residents. Proactive discussions of these features are critical for historic preservation efforts. 3)Communities with less historic information

INTRODUCTION

Introduction

s the centuries have passed, the development of the community and its unique identity has formed a prosperous county. Many of Adams Countyâ&#x20AC;&#x2122;s historic characteristics formed through many of the economic booms that occurred in American history. Some of these characteristics include the agriculture and industrial communities of the county. This long history has produced many historically important elements and characteristics that need to be discovered and preserved. The Adams County Neighborhood Storytelling Project is identifying those unique, established community elements through oral histories and documented historic stories to honor the rich history of Adams County for the present and future communities. To document the communityâ&#x20AC;&#x2122;s stories, the methods for the project encouraged the residents to tell their personal story about Adams County. With the help of the communityâ&#x20AC;&#x2122;s unique stories and experiences Adams County will utilize the information to honor the history and ensure the longevity of Adams County Historic communities for generations to come.

Source: Adams County Museum

INTRODUCTION

WHERE HAVE WE BEEN?

n the early 1800s the first pioneers and explorers who stumbled upon the grounds that make up present-day Adams County realized the potential for its growth (Wagner, 2002). Rolling hills of grass bounded by nearby natural resources created the perfect environment for a new home in the west. As the centuries have passed, the development of the community and the unique identity has formed a prosperous county. Adams County’s historic characteristics were formed through many of the economic cycles that occurred in American history. Among the many trades to occur in Adams County, the first and most prominent economic trade to occur in the county is agriculture. In 1859, the “Pikes Peak or Bust” mining boom brought several important families to the area to stake out the first farms in present-day Adams County (Wagner, 2002 p. 29). This catapulted a great deal of residents into the county to take advantage of the farming land. As farmers began settling in and the towns of Hughes (later renamed Brighton), Henderson and Harris (late renamed Westminster) were coming to fruition; other industries established themselves within the county. The railroad’s appearance in 1870 spurred development, but agriculture still dominated the landscape (Wagner, 2002 p. 33). The development of the Adams County Fairgrounds in 1970 demonstrated the continuing importance of the county’s rich agricultural history.

MORGAN WELD

DENVER

ARAPAHOE

As new industries have been introduced into the county and existing industries expanded, the county’s agricultural landscape has turned into something that is suggestive of the beginnings that brought so many people into the county. In the recent years, Adams County has once again become the ideal location for people to settle. Presently; the ample greenfields, proximity to resources, transportation connections, and affordability have become the main attractions for development. The continued development in Adams County is transforming its identity and inviting others to partake in it. Defining these historic identity’s and the community’s humble beginning is important for aligning the future growth with a unifying vision of the history that embodies the values of the Adams County residents.

INTRODUCTION

Pikes Peak or Bust, the Gold Rush attracts settlers into the present day Adams County

1859

1870

The railroad made an appearance in 1870, named the Hughes Junction and Hughes station; as well as homesteaders, and ranching operations.

Adams County is officially formed, and named after Alva Adams. At this point in time agricultural uses dominate the landscape.

1902

1906

The first Adams County Courthouse is completed in Brighton.

INTRODUCTION

Industrial development begins in Adams County with the introduction of the Continental Oil Company, grain elevators, agricultural companies, and the Rocky Mountain Arsenal.

1930

1975

The Adams County Commissioners approved the construction of a new County Administration Building. Adams County Regional Park

Annexations from Denver for the Denver International Airport and farmland from Broomfield, and the developments of E-470, help to shape the present-day Adams County.

1988

2016

Adams County Government Center/ The Regional Transportation District plans six FasTracks commuter rail stations located in Adams County.

INTRODUCTION

SCOPE OF PROJECT

n 2012, Adams County created a comprehensive plan for the county, Imagine Adams County. The comprehensive plan was a catalyst for the development of two additional plans, the Southwest Adams County: Making Connections plan in 2016 and the Brighton District plan in 2016. Southwest Adams County was identified in the 2005 comprehensive plan as an area of change for the future of the county. The Brighton District Plan identified an importance of preservation of agricultural heritage to the area. The projected growth for these areas in Adams County makes discovering the historic features of the area a priority. Thus, there are two neighborhoods within Southwest Adams County that are the focus for the research of historic features and stories for this project. The neighborhood of Welby, located in Southwest Adams County has some of the first roots of development in the county and has been identified as an important neighborhood to capture historic character from. The neighborhood of Goat Hill was also identified as a priority neighborhood in Southwest Adams County because of the recent development of the Westminster commuter rail station within its boundaries. The expansion of the RTD FasTracks commuter system into Adams County was identified as an opportunity for development and may threaten any historic character that existed before the commuter rail station was developed. For these reasons, Goat Hill and Welby have also been identified as focus neighborhoods for the documentation of historic information.

The development of the Brighton District Plan allowed for a plan to be designated specifically for the agricultural properties within the city and county limits. The plan’s purpose was to guide any potential investment for the area to be compatible with existing agricultural uses. The plan identified “Farming Heritage” to be an opportunity by designating historic sites that are significant to people, places and events (District Plan, 2016). Five historic farm sites were identified within the plan as opportunities to establish the farming heritage. One of the actions that stemmed from the development of the District Plan to further preserve the agricultural heritage in the city was to “enhance the Agricultural Land Preservation Subcommittee and appoint key member,” (District Plan, 2016). The formation of this subcommittee has brought together champions of the community to see forth that the plan be implemented. The momentum of community investment and planning has allowed for a continued effort in capturing histories of the District Plan communities to be implemented.

Source: Imagine Adams County

INTRODUCTION

Brighton District Plan

Welby

Goat Hill N

Brighton District Plan Bounded by E-470 to the south, Sable Boulevard to the east, Highway-85 to the West, and Bromley Lane to the north. The District Plan area in Brighton is known for itâ&#x20AC;&#x2122;s historic agricultural character and focus.

Welby Bounded by I-76 to the south, I-25 to the west, 88th Avenue to the north, and east of the South Platte River. Welby is known as a historic agricultural and industrial neighborhood in Adams County.

Goat Hill Bounded by the railroad to the north, the continued railroad across Federal Boulevard to the east, Lowell Boulevard to the west, and 64th Avenue to the South. The neighborhood is in transition as the new Westminster lightrail station the north opened near the neighborhood.

INTRODUCTION

WHERE ARE WE NOW?

dams County is uniquely situated in the northeast part of the Denver-Metropolitan region. As it shares a border with Denver County, it is positioned to become a catalyst of growth in the coming years. Adams County is projected to have 768,312 people living in the community by the year 2040. This is a population increase of 56% into the communities of the area (Department of Long-Range Strategic Planning, 2016). One specific mechanism of this growth is the construction of six commuter rail transit stations throughout the county. The exposure of the RTD FasTrack commuter stations to Adams County is tremendous: 1,679 acres of land are within a half-mile of these stations (Department of Long-Range Strategic Planning, 2016). With transit-oriented development making its home in Adams County, the area in which land will be invested for development has formed a unique “Triangle of Opportunity.” The opportunity that the commuter-rail provides includes opportunities

for development of “transit-oriented development, trail-oriented development, and innovative mixed-use development” (Department of Long-Range Strategic Planning, 2016). The act of defining the community identity within these “Triangles of Opportunity” will allow for communities to grow with a sense of place in mind. The identification of community features and history will assist Adams County in the fostering of potential growth to fit in with the historic character of the county. To appropriately welcome the new development into the existing community’s history and identity, based on existing plans and my site observations of Adams County; I have identified the present strengths and weaknesses for each focus neighborhood of this project.

Adams County Historic Population Growth 1910-2010

450,000 400,000 350,000 300,000 250,000 200,000 150,000 100,000 50,000 0 1910

1920

1930

Source: U.S Bureau of the Census

1940

1950

1960

1970

1980

1990

2000

2010

INTRODUCTION

STRENGTHS & WEAKNESSES The strengths and weaknesses of each focus neighborhood were created from existing factors that may influence the development and implementation of the establishment of community identity. These factors will act as a guide for establishing recommendations in providing a place identity within Adams Countyâ&#x20AC;&#x2122;s communities that focus on honoring the past to build the future.

Brighton District Plan

Lack of historic preservation knowledge Lack of awareness of District Plan New development encroachment Highway infrastructure as barrier Trend of loss of agricultural land

Lack of historic preservation knowledge New development encroachment on historic property Lack of infrastructure for walkability Harsh contrast between uses

Regional access Ease of water accessability Active farms and farming culture Community commitment to future Agricultural tourism Local business and food production

Welby Near the Denver-Metropolitan Region New transit stations within close proximity Potential Clear Creek connections Community commitment and culture Historic centers and tradition Active farms and agricultural culture

Goat Hill

Westminster Station adjacent to neighborhood Easy accessability to region Proximity of Westminster History Center Local businesses

Barrier of railroad Federal Boulevard as a barrier Lack of historic centers Delapidated structures Industrial and stip mall uses

CREATING PLACE IDENTITY

Creating Place Identity INTRODUCTION

he identity of an individual can be defined by the question of who am I?, the very essence of what makes a person who they are. It defines how people exist through society and provides them with the actions for interacting with others in their community. While this social identity seems to be an ultimate factor in molding the very existence of a person there is also a separate form of identity that carries the same weight within society (Cuba & Hummon, 1993). The sense of place in a person’s life creates a form of identity called place identity. When identity takes this form it instead answers the questions of who am I? and where am I? (Cuba & Hummon, 1993). Place identity fits within the same sequence as the social categories that identity is defined in because people use place identity throughout their life to define who they are (Twigger-Ross & Uzzell, 1996). Cuba and Hummon shared the justification that place identity aligns in importance with the rest of the parts of the living that occur “Like people, things, and activities, places are an integral part of the social world of everyday life; as such, they become important mechanisms through which identity is defined and situated” (Cuba & Hummon, 1993). This suggests that people have a preconceived notion about defining themselves

through where they are and that this helps to define the way they function in their society. Place identity is so crucial to a person’s life that they often associate the features of their community or home to describe themselves. One example of the attachment that place identity has on oneself is through the expression of where one lives, the classic divergence between being from “the country” or being from “the city”. Each are different realms in which a person may live and carries specific characteristics in which a person defines themselves. They are defining themselves by their landscape, and by their membership of a group of people who are defined by where they live (Twigger-Ross & Uzzell, 1996). The character that place identity imbeds into people’s lives is important to community groups because it can act as a binding force to a location. Place identity acts as a “glue of familiarity that binds people to place” (Hull, Lam, & Vigo, 1994). It is possible that the glue that is described here could take form in the built environment, social connections, or history. Since place identity essentially acts as the binding force for many of the aspects that create a community it can be viewed that place identity is essential to the

CREATING PLACE IDENTITY

commitment and satisfaction that a resident may have with their community (McMillan & Chavis, 1986). If that history is embedded into a community, it is important to include that in the place identity community forums that are conducted through a variety of methods of study. As place identity is important to the core of a person and their existence in a place it is crucial to therefore be informed of different methods for defining that identity. This literature review will focus on the various methods of identifying a communityâ&#x20AC;&#x2122;s identity, specifically as it deals with place and heritage. The first method is surveying, the second method is heritage narrative, and the third is analyzing the landmarks within the form of a place. A compilation of these methods helps to provide a holistic and inclusive historic narrative for how a community forms their place identity.

Source: Grenoble

CREATING PLACE IDENTITY

METHODS TO DEFINE PLACE IDENTITY IN COMMUNITIES Many planning scholars throughout history have identified a flurry of methods for defining place-identity. The culminating lesson gathered from their efforts is that there is no prescriptive way to define place-identity and yet it is essential to the existence of a person. Of the many methods for defining place identity there has been several factors that influence the type of place-identity of a community. These methods include oral, written, and physical sources of information. These avenues should be explored to reveal a holistic approach to discovering the unique place identity for a community (Lewicka, 2008). The first method that many researchers have used to assist communities with discovering their defining characteristics is the expression of oral history. Oral histories provide the perspective from that of the residents point of view. It gives the personal expression of place identity and provides a unique description of character. Jeffrey C. Bridger labeled the expression of oral histories as ‘heritage narratives’. He used this as a basis for evaluating conflicts and debates about land use and the built environment, the elements that create place identity (Bridger, 1996). The stories that people have about their communities is important because it shares the perspective of place identity from a personal point of view (Bridger, 1996). This intimate view of place meanings to a citizen is crucial for defining what meanings emerge from the community they live in.

In the Image of the City, Kevin Lynch expressed the importance of these place meanings to a citizen, “Every citizen has had long associations with some part of his city, and his image is soaked in memories and meanings,” (Lynch, 1960, p. 1). Not only does the expression of personal heritage narratives provides a meaningful insight into the expression of place identity but it also provides a sense of socialization about a place that builds the sense of community. “Through the telling, hearing, and reading of stories like this, we gain a sense of familiarity with, and a common basis for talking about, particular places and their inhabitants.” The insight that is gathered from people’s stories also tells us how they distinguish their community from others. Often stories tell us about the contrast, for memories are the largest distinguisher among places. Planning scholars have used contrast as a defining principle when conducting oral histories. Twigger-Ross and Uzzell asked questions in a study that prompted people to set their community identity apart from others. The reasoning behind this method was to showcase what they identified as two distinct aspects of place identity that is important: “The perceived distinctiveness of the neighborhood compared with other places and the other places and its role in the individual and collective memory.” (Mannarinni,

CREATING PLACE IDENTITY

Tartaglia, Greganti, 2006). This approach led them to ask questions of their interviewees that prodded at the differences of their community identity from others. While many people rely on the differences between locations to define their communities the memories are often consistent with the importance of meanings in history. Kevin Lynch argues that the place identity that people want to experience is one that derives from the connections that it has not only to the past but also to the future. This proves that historic context of an area and the knowledge of can have an impact on how one may perceive their place. Both the future and the past contexts coexist to learn from each other and preserving the past from oral history’s is crucial to knowing the place identity that a place was conceived from. (Lynch, 1972). In Lynch’s What Time Is This Place? he expressed that the historical knowledge that may be acquired from oral histories should not be preserved for the cities use exclusively but expressed to the public for ‘its enjoyment and education’(Lynch, 1972). The importance of capturing oral histories to define a community’s identity is important for all contexts of time whether it be the preserving the past, implementing in the present, or planning for the future. This discovered importance of oral history should be practiced by planners

so that they can learn what the people remember and what they want to be remembered as (Lynch, 1972). By practicing the method of capturing oral histories through storytelling methods, it can reinforce the glue of place identity that creates a strong community. The second method of identification of place identity within a community is a survey of the residents. Like an oral history, this method provides reasoning behind the meaning of the community itself and is rooted in the personal experiences that occur there. While the structure of surveys about communities has varied between scholars’ approaches, they still prove to be an important method for measuring the personal experiences that develop results for assisting in the definition of place identity. Three studies by scholars trying to answer the question of how to define community by survey is analyzed and compared to result in a comprehensive approach to surveying community on place identity. First analyzed is Hull, Lam, and Vigo’s study, which focuses on the aspect of image of time. They believe that based upon Kevin Lynch’s perception of place based meanings, that the image of time is important for building the external physical environment that plays a part in defining place identity (Hull, Lam, &

CREATING PLACE IDENTITY

Vigo, 1994). To identify the ‘images’ that a person may capture from their physical environment they developed their survey based on important features of a community. In their survey, residents had to identify features that had some type of significance to them. These features were then categorized into one of the following categories: urban forest, churches, homes, public buildings, places associated with historic events, or retail structures. These categories all functioned through the survey as being both exclusive and exhaustive so that a single feature did not belong in more than one category. The analysis of the categories emerged from a coding system of phrases that they established. For example, if someone made a comment about the trees are abundant, then the word trees would be coded for the category of urban forest. At the end of the survey this categorization technique helped the scholars to understand the basic meanings behind some complicated answers about place that were given. Hull, Lam, and Vigo concluded with three qualities regarding human condition in their environment that provides unique insight into the way that people identity with place. Those qualities concluded with the following concepts: one’s place identity may influence one’s sense of coherence, place identity may increase sense of community,

and that place identity may be a subset of sense of place (Hull, Lam, & Vigo, 1994). John Pugifoot’s study on the survey of a community emerged from the basis that the evaluation of a resident on their own community could refer to two different objectives: the distinctiveness of the community or the extend to the identification within it. He argues that because there is not a standard definition for community and that the residents partaking in the survey may have different agendas upon answering the questions. Therefore, Pugifoot found it important to put the resident’s perception of community into specific contexts that tell what the motive behind the way that they feel about their community is. To accomplish this, his survey consisted of questions that fit into six different elements: locus, distinctiveness, identification, orientation, evaluation of the quality of community life, and the evaluation of community functioning (Puddifoot, 1995). These elements were then put into a territorial or social category. This helped to separate the motives out from the survey and yield the results that were needed. It also provided a comparative analysis since people will experience different things in history and society (Puddifoot, 1995).

CREATING PLACE IDENTITY

In a more modern context, Lynne Manzo’s approach to surveying was aimed toward generating both positive and negative emotional responses about place identity. The questions that were addressed in this study address three different themes: the meaning and importance of different places in the lives of participants, feelings about the experiences in their places of residence and past environmental experiences (Manzo, 2005). The approach to analyzing the participants’ responses was similar to Hull, Lam, and Vigo’s approach as they were also coded by attaching conceptual labels to the responses. This classification system was also used for a comparative analysis for the data. Manzo’s findings for the formatting of her survey was that adding opening questions that had non-specific identification of place was significant for people developing their ‘place image’. Many of the places that were identified also had strong emotional connections tied to them, proving that the oral histories are similarly important in the analysis of place identity (Manzo, 2005). All the above survey renditions for recognizing place identity used various types of connections to spark respondents’ memories. It can be concluded that there was always meaning behind each place that was pointed out as a feature of their community. While oral histories may include more specific and nuanced

DISTRICT

PATH

meanings behind these features of a community, the incorporation of surveys is important for categorizing what types of places play a large part in the community. These categories can be applied to additional exercises that identify physical characteristics of an environment. The third method of defining place identity is through a community’s physical form. In the Image of the City, Kevin Lynch identifies a revealing concept that introduces the definition of place identity through the physical form of communities. This method is based upon the similar concept that was introduced in many of the methods for conducting surveys as it focuses on the public image. The public image is related to the mental map that everyone creates about their community and is largely based upon their interaction with these places (Lynch, 1960). Lynch states that the definition of these public images is “the common mental pictures carried by large numbers of a city’s inhabitants: areas of agreement which might be expected to appear in the interaction of a single physical reality, a common culture, and a basic physiological nature,” (Lynch, 1960, pp. 7). In Lynch’s study the public image of the city is created by three different types of component: identity,

NODE

EDGE

LANDMARK

Source: Image of the City, Kevin Lynch

CREATING PLACE IDENTITY

structure, and meaning (Mannarini, Tartaglia, Fedi, & Greganti, 2006). As showcased before, the concept of meaning can be addressed through other methods such as the oral history and surveys that have been suggested. To create the components of identity and structure, additional methods are necessary. The expression of the identity is directly related to the structure of elements within a community. Scholar Audrey von Ahrens recently analyzed Lynch’s theory as a foundation for relating place, identity, and brand of communities. She found that Lynch’s method to combine the physical elements with the identity as directly related to the mental maps (public images) that exists within memories (von Ahrens, 2016). These elements exist to help people ‘read’ their community more easily, in an effort to compile visions to create a unified vision of community identity. The marking elements that Kevin Lynch found were common markers for establishing memories within people include: paths, edges, districts, nodes, and landmarks. Each of the elements has its own typology of characteristics, boundaries, and space within the community (Lynch, 1960). Each element provides a physical context for how people may conceptualize a mental mapping of their community. Whether it is a boundary marker, or providing a connection, each element is

related to a physical characteristic of the environment. The landmark element has importance in relation to storytelling and heritage narratives. Landmarks serve as the point references and function as unique and specialized features for a community. Contrast also acts as a major unique identifier of landmark places. In communities that have experienced vast amounts of growth and redevelopment this can include preserved places in a community to become landmarks as they soon contrast with a more modern built environment. Further, by combining the conversations with the people and understanding how their emotions and experiences contribute to the ‘public image and the physical elements that build a place to be remembered creates a comprehensive study of how to define the place identity that residents experience (von Ahrens, 2016).

Source: Adams County Museum

CREATING PLACE IDENTITY

CONCLUSIONS The various methods of surveying, collecting oral histories, and identifying physical places with historic meaning in a community all involves insight from firsthand experiences within the community. Each method assists in answering the question of who am I? and where am I? The discovery of place identity through these methods helps to create a cohesive vision for what has helped to define place and its people throughout history. The inclusion of the community members in the analysis of place identity is crucial to the development of documenting historic legacies of the community. For without the community, the personalization of historic spaces within a community would have little

Source: Adams County Museum

meaning. Participation is therefore a key factor to gathering community input. Whether the method involves a survey, an interview of an oral history, or identifying landmarks; it all involves listening to the perspectives of the community members. Moreover, utilizing the physical historic environment and community perspectives through interview and surveying assist in the identification of place identity while creating a comprehensive perspective for giving communities leverage in historic preservation for the future.

RELEVANT PLANS & STORYTELLING CASE STUDIES

RELEVENT PLANS & STORYTELLING CASE STUDIES

Relevent Plans

ithin the last five years, Adams County has focused on providing the community with unified and comprehensive planning efforts set forth by a vision identified in Imagine Adams County. Within the focus areas for this project are four key plans that assist in preparing the county for the future: Imagine Adams County Comprehensive Plan, Southwest Adams County: Making Connections, Welby Neighborhood Plan, and the Brighton District Plan. Each plan contains specific elements and ideas that are considered in the development of the Adams County Neighborhood Storytelling Project.

Imagine Adams County Comprehensive Plan (2012)

The Comprehensive Plan identified the support and expansion of citizen groups as a policy and strategy. This suggests providing support to both existing and new communities in the county. The Comprehensive Plan identifies specific policies and strategies for the Southwest area. The plan identifies Welby as an area with issues and opportunities. Those include the opportunity of establishing historic, civic, and cultural attractions. The Comprehensive Plan identifies the Brighton District Plan area as an Agricultural Tourism Study Area. This study area is focused on the concepts of local food production and tourism.

Southwest Adams County: Making Connections (2016)

The Planning and Implementation Plan focuses on the transformation of communities within close proximity to the six RTD FasTrack commuter rail stations located in the study area. It identifies the policies and projects that Adams County shall undertake to improve the development of those communities. The plan identifies the “Triangle of Opportunity”, where the Goat Hill and Welby Neighborhoods are located in. The “Triangle of Opportunity” identifies the possibility of investment for transit-oriented development, trail-oriented development, and innovative mixed-use development. The Welby Connection is identified in the plan as a prioritized project, outlining improvements to the neighborhood.

RELEVENT PLANS & STORYTELLING CASE STUDIES

Welby Neighborhood Plan (2015)

The Welby Neighborhood Plan identified seven Strategic Plan Goals for the future of the neighborhood. Among those were “Historical and Cultural” and “Vibrant Neighborhoods”. Two related planning principles that were identified in the plan was to “recognize and honor Welby’s history and legacy”, and to “build on the community’s pride and deep roots”. The implementation plan outlines historic and cultural resources as a goal and strategy to “Honor Welby’s rich agricultural past and create and promote a culturally enriched environment.” A strategy for implementation of the goal included using tools, like historical markers to identify the sites of cultural and historic significance.

Brighton District Plan (2016)

The Brighton District Plan identifies the significance of the presence of agricultural land and identifies the area as a network of agriculture tourism destinations. The District Plan Study Area is identified as an area of farming heritage with numerous historic sites that are related to farming activities. The plan states that, “The intent of historical and agricultural preservation is to help willing owners or operators remain in business through voluntary and incentivebased methods.” The District Plan identifies that keeping the heritage of farming would be beneficial to becoming a agritourism destination.

RELEVENT PLANS & STORYTELLING CASE STUDIES

Storytelling Case Studies

torytelling exists in many different mediums and forums. Across the United States are various iterations of storytelling methods, all providing communities the opportunity to share their experiences. Though there is no prescriptive way for capturing the stories of a community, they all share a common goal: to preserve the past for the future to come, and to build their community on these stories rather than losing it through time. The following case studies on storytelling demonstrates the various storytelling applications and methods that may be applied in a community setting. These creative storytelling methods include storytelling applications in community planning, storytelling events, and digital storytelling application. The following case study examples shall be considered in the overall recommendations for the Adams County Neighborhood Storytelling Project.

Source: mobilecause.com

RELEVENT PLANS & STORYTELLING CASE STUDIES

STORYTELLING PROJECTS FOR COMMUNITY PLANNING CIVIC MEDIA PROJECT

http://civicmediaproject.org/works/civic-media-project/your-story-goes-here This project offers a teaching-kit for planners to enable in their communities to facilitate storytelling experiences. The goal for providing the teaching-kit is to train planners on the digital storytelling capabilities that can be applied to communities. They believe that storytelling projects help to articulate the vision for a community between the citizens and the planners. The kit offers suggestions for how to coordinate the citizen-planner relationship during storytelling activities. The kit is comprised of four different activities to formulate the communityâ&#x20AC;&#x2122;s story, consisting of the following: Paired keyword exercises to place where the digital story is set, location audit identifying what makes the location ideal, storyboarding process, and conclusion activity for how stories are shared in a planning context. This sophisticated storytelling project helps to apply a workshop setting to storytelling to make sure that the tools for sharing a story are available to a community.

COMMUNITY HEART AND SOUL www.orton.org

This project is founded by the Orton Family Foundation and works to continually empower residents to shape the future of their communities. This method of storytelling in planning is driven by the residents and focuses on the connections that can be made to build a successful future for a community. The result of this project is to create A Heart & Soul document to be formally adopted by a governing body of a community so that it can be incorporated into community plans. The program specifically works to identify the distinctive character of a community. Three principles that guide the program are Involve Everyone, Focus on What Matters, and Play the Long Game. A kit of resources is provided by the program to all leaders, staff, and volunteers to design their Heart & Soul program for their community. The kit includes checklists, templates of forms, documents, graphics, and other materials. There are four phases that act as a framework for accomplishing a community plan: lay the groundwork, explore the community, take action, and make decisions. The resources for the kit are provided for each phase. This program is a thorough application of storytelling in community planning.

RELEVENT PLANS & STORYTELLING CASE STUDIES

STORYTELLING EVENTS ARCLIGHT: A LIVE STORYTELLING EVENT

BIRMINGHAM, ALABAMA https://infomedia.com/blog/arclight/

This storytelling event took place in Birmingham, Alabama. Produced by filmmaker Taylor Robinson and producer Travis Hawkins, they created a venue for stories of the city to be told. This is a reoccurring event, where every month the community of Birmingham gets together to hear and tell stories of their community. During the monthly events, the community is provided with storytelling coaches to help craft each story for sharing. Their idea for creating a storytelling venue pioneered from a radio show called The Moth, which airs on NPR. This concept is like the StoryCorp project that NPR has founded.

THE NEIGHBORHOOD STORY PROJECT

NEW ORLEANS, LOUSIANA https://www.neighborhoodstoryproject.org/

This project functions as a nonprofit organization in New Orleans that functions with a partnership with the University of New Orleans. The goal behind this project is to gather a collection of collaborative ethnography to create authors within their own community. The organization captures the stories from the community and then turns them into published works so that the community is the author of their own stories. The organization teaches workshops on interviewing, creative non-fiction, and photographic practices to help build their stories. They also lead the community participants through the entire publishing process. By holding these workshop events the Neighborhood Story Project has grown to include over 40 family and community members with more than 70 oral histories captured. Five books have been published about the community because of these storytelling events. This project is an example of a storytelling partnership with a local university can help to enable leadership and education in the storytelling process.

Source: infomedia.com & neighborhoodstoryproject.org

RELEVENT PLANS & STORYTELLING CASE STUDIES

DIGITAL STORYTELLING NPR STORYCORP

https://storycorps.org/

This storytelling event takes place in a digital format, where people have the opportunity to share their story in any capacity and then upload it to the StoryCorp application for others to hear. Their mission is “to preserve and share humanity’s stories to build connections between people and create a more just and compassionate world.” In the process of their project, they are creating an archive for future generations to become a part of. StoryCorps provides several different methods for recording people’s stories to share them online. Those methods include mobile story booth tours, onsite interview in communities by request, and a mobile Storycorps application. This digital application, available to many users via their personal devices; showcases a user-friendly way of documenting oral histories.

GEOGRAPHIC INFORMATION SYSTEMS, CITY OF CAMBRIDGE, MA https://www.cambridgema.gov/GIS/interactivemaps/Storymaps The City of Cambridge, Massachusetts utilized the storymap application provided by ESRI to share information about the city with the public. The themes of the maps include conservation, planning, and the public information office. Of the many developed storymaps, there are several that features historic features and storytelling aspects. The “Historic Landmarks” storymap walks users through a toolbox for preservation to educate residents about historic features within the community. It provides three options of ways to search through the many landmarks of the city. Links attached to each feature lead the user to a landmark designation study report, providing informative and historic information about the property. This digital application of storytelling is an example for how municipalities can utilize technological applications to educate the public about historic features of the community.

COLLECTING STORIES

Collecting Stories METHODS

here are several methods of data collection and analysis that were applied in the study to identify historic community features in the neighborhoods of Goat Hill, Welby, and the Brighton District Plan area. These methods of data collection were applied to ensure the validity of the data and to create an efficient process for identifying the historic community features for the focus neighborhoods of the county. There are two goals that this project works towards; creating an interactive historic story map and creating recommendations to further enhance community using the Neighborhood History Storytelling Project. Each research method used ensures that the data collected by careful documentation within the metadata. The metadata for this project is crucial to ensuring that the public receives valid information in the story map. Each piece of historic data used for the content of the story map and the findings of this project will be included in the metadata portion of the project. Metadata consists of any information that was taken from a context research source (i.e. literature, oral history, map, survey, etc.). The metadata will be stored in a database that is organized by neighborhood.

All information used in the story map application was derived from the metadata. The process for identifying historic features in the community to create an interactive map for the community is outlined below. Each part of research is conducted by several types of data collection. Together these data collection methods have created a process for creating a compilation of historic information for each neighborhood. The data collection methods executed for this project include: context research, surveys, oral history, and storytelling event collaboration. The use of varying data collection methods for developing the interactive history mapping application helps to assure a comprehensive approach has been conducted for the community and Adams County. Each data collection method has specific resources that were utilized to create the deliverables to tell the story of each focus neighborhood through the interactive map and recommendation report.

COLLECTING STORIES

Context Reserach

PUBLISHED RESEARCH SITE VISIT NEWSPAPER ARTICLES HISTORIC MAPS RELEVANT PLANS LOCAL MUSEUM VISITS

Survey

Oral History

ADAMS COUNTY WEBSITE COMMUNITY MEETING DISTRIBUTION STORYTELLING EVENT DISTRIBUTION COMMUNITY CHAMPION DISTRIBUTION ORAL HISTORY MEETINGS

QUESTION PROMPTING SURVEY FOLLOW-UP HISTORIC PHOTOGRAPHS INTERVIEW

Storytelling Event

QUESTION PROMPTING SURVEY FOLLOW-UP & DISTRIBUTION HISTORIC PHOTOGRAPHS INTERVIEW

CONTEXT RESEARCH Conducting the context research for these focus neighborhoods was essential to providing a basis of historic information about key geographic locations within each neighborhood. It includes many of the existing conditions of the neighborhood as well as recorded first-hand experiences of residents through written and oral documentation. The context research sources vary for each neighborhood as the availability of information differs.

Site visits was one of the data collection resources that was conducted for every focus neighborhood for the Adams County Neighborhood Storytelling Project. The site visits served as an overview of the neighborhood form such as the landmarks, paths, edges, districts and nodes. A closer look during the site visit was also conducted at the community centers or districts in order to document historic features that would be featured in the project.

COLLECTING STORIES

SURVEY An additional resource that was used for all focus areas was the application of relevant plans that were based in the focus area. In this project, the Brighton District Plan and the Welby Neighborhood Plan provided insight into features that were already identified as community or historic features.

Surveys were conducted to provide an additional opportunity for the community to provide feedback on historically important features in their community. It allows for those who may not be comfortable sharing their story through oral interpretation or those who did not have time to meet to still provide their input.

There were several physical locations that provided hands-on research for the context information. These included established historic preservation groups, dedicated to history within the communities. These groups included the Brighton Historic Preservation Office, the Westminster History Center, and the Welby Heritage Foundation. Each provided additional connections with the community to gather background research. The Denver Public Library online database and the History Colorado databases were additional history centers that were used to gather the context information.

The surveyâ&#x20AC;&#x2122;s purpose is to further identify the features and characteristics of the community that have historic importance to the residents. The survey can act as a continuous source of information to Adams County for the future. The survey was developed by a process that included the application of literature, a previous survey conducted by the University of Colorado Denver for the neighborhood of Welby, and the Adams County Long Range Strategic Planning Office provisions.

The survey was developed as two different versions, online and physical copy. The different versions provide the community with more flexibility for how they would prefer to take their survey. The survey features questions regarding contact information, geographic information, and historic features. At the end of the survey there is also a section for them

COLLECTING STORIES

CATEGORIZATION QUESTIONS What place in your neighborhood has historical value to you? What historical places or features of your neighborhood have the most character? What place in Adams County has historical value to you? Why is that historic place most special to you?

to provide an additional contact that may provide additional historic information to the county. The answers that will be provided from the following questions are inputted into the database specific to each focus neighborhood. A categorization method will be used to separate the qualitative values into common emergent themes. The categories are based on R.Hull’s survey analysis. The answers to these questions can be categorized into one of the following categories: Nature, Church, Home, Public, and Other. These categories will also be crosstabulated with additional categories to determine the values of the community. These categories include: personal values, history, group, distinctive personenvironment fit, and emotion. The application of values to the categories helps to better understand why those features are of importance to community members. It essentially answers the question of “Why is that important to you?”

The outreach for the distribution of the survey included the following: the development of a web page on the Adams County website, introduction at community meetings, storytelling event distribution, distribution to existing “community champions” in Adams County, distribution in mailboxes, and distribution at meetings with community members. The combination of these distribution methods assists in reaching out to the community through different mediums, whether that be through the online or physical-form of the survey. Ideally, the survey should be continued past the completion of this project. The expansion of outreach is critical to the application of the survey to determining historically important features of each community. The Public Information Office of Adams County should assist in the future development of outreach for the project to include social media notifications and website development.

COLLECTING STORIES

ORAL HISTORIES Conducting the oral histories within a community begins with establishing connections. These connections are important in building a network of residents to share their oral heritages. The beginning stages of establishing networks starts with the established neighborhood organization leaders or history centers. Adams County Long-Range Strategic Planning provided initial connections to community champions from the focus neighborhoods. Additional networks of connections were provided by those community champions and history centers. The oral histories were collected through a storytelling format rather than an interview format. This aided the audio recording to focus on the person who is telling the story more than the interviewer. I attended a workshop through the Regis University, Cultivate Health program that featured lessons on how to both tell a story for an oral heritage and how to be an interviewer during a â&#x20AC;&#x153;storytelling sessionâ&#x20AC;?. The lessons that were taught at the workshops were inspired by roadside theatre literature.

By applying the recommendations for conducting oral history interviews, I provided each scheduled meeting with a list of questions to answer to help prime their stories for the story telling interview. The questions on this list were inspired by questions that NPR Story Corps provided on their website and from the Roadside Theatre workshop question recommendations. With consent from the person being interviewed, the interviews would have the audio recorded for use and documentation by Adams County. With consent, the audio recorded would also be included in the story map application and database. Photographs and artifacts that were provided by those interviewed were also documented in the appropriate database.

COLLECTING STORIES

STORYTELLING EVENT The application of the storytelling event involved many of the data collection methods that were applied to this study. Conducting surveys and oral histories were a part of collecting stories from the community during the Northside Storyfest, a partnership between Regis University, Cultivate Health Program and Adams County. The Northside Storyfest was used as an additional venue of opportunity to reach out to the community to be encouraged to share their stories. Community members from the Welby neighborhood were invited during a neighborhood meeting prior to the event, while members of the Goat Hill neighborhood were invited with flyers in their mail. These methods for sharing the information about the storyfest were chosen because of the exclusivity of neighborhoods that were approved to be included by Regis University. Any information gathered from the story booth was shared with Regis University to store at their campus library. Adams County will also store information from the event that is pertinent to the focus neighborhoods. The participation in this event acted as a catalyst for any future storytelling events that Adams County may plan.

Source: Regis University

COLLECTING STORIES

APPLICATION IN STORY MAP The database of historic information is an important part in developing the story outline for the story map application in ArcGIS Online. Recording each fact helped to organize the content for the story map. Each recorded fact is assigned a category for file type. These categories include: landmark, event, oral history, location, or family name. The separation of these assisted in the organization of the different sections of the story map. ArcGIS Online Applications feature several types of story maps. Since the Adams County Neighborhood Storytelling Project is focused on telling a historic story, the story map journal application would be most suitable. The journal functions as a scrolling application to help guide the users through an interactive story. The story map was also created to be more dynamic by embedding multiple story map journal applications into the main journal application for the Adams County Neighborhood Storytelling Project.

different topic sections. These will include different historic themes that were discovered during the context research, surveys, and interviews. They will vary for each neighborhood. Each of the categories will feature text, photographs, audio, and maps related to the historic content that was discovered. Applying these different elements into the story map will assist in creating a dynamic and interactive story of place identity within each neighborhood. The story map will be stored in the ArcGIS Online site and featured on the Adams County website.

Each neighborhood section will be organized into Source: arcgis.com

COLLECTING STORIES

RECOMMENDATION DEVELOPMENT

Forming recommendations to improve the neighborhood historic features and community identity involved both site analysis and community input. The site analysis component identified many of the locations in the neighborhood where physical improvements could be implemented through recommendations about historic features. The community input provided recommendations based on the vision of the neighborhood residents. During the process of collecting oral histories from the community, one of the reoccurring themes of conversation featured perspectives on the change of the community and how the community can embrace the historic features of their community in a better way. While this a survey of the communityâ&#x20AC;&#x2122;s opinions, many of their answers were aligned with the community plans and leaderâ&#x20AC;&#x2122;s visions for their neighborhood. These themes were developed as the overall recommendation goals, or aspects of the community that can improve. Each neighborhood has unique needs for

improvements based upon the built environment and establishment of community. To cater to the unique needs of each neighborhood each neighborhood has specific recommendations that are associated with the overall recommendation goals. It was important to have every neighborhood goal be in line with at least one or more of the overall recommendation goals. The neighborhood goals were developed from reoccurring themes that presented themselves during the survey, interview, and context research portions of the project. The goals of the project are related to the progression and implementation of the storytelling project for the future. Moreover, to further identify neighborhood specific issues and how to solve them, specific neighborhood actions were applied to each focus neighborhood. The actions serve as a starting guide for how to implement many of the suggestions in the overall recommended goals. The actions are based upon the combination of the a Lynchian analysis, overall recommendation goals, and the neighborhood specific recommendations. The neighborhood recommendations provide specific

COLLECTING STORIES

insight and suggestions for how to create successful storytelling programs specific to each neighborhood. To ensure that the storytelling project is continued throughout the community, all connections and networks that were discovered or pursued during these projects for the neighborhood is also provided as a contact directory. The contact directory is a guide to how to further pursue historic information about these communities.

FINDINGS & RECOMMENDATIONS

Learning from History

he identification of historic features in the focus neighborhoods through the collection of context research, oral histories, surveys, and the storytelling event allowed for insight into advancing storytelling through the built environment in communities. Throughout the study, several reoccurring themes emerged as focus areas within the neighborhood. Four goals were identified to help the overall establishment and cultivation of historic features within the neighborhood. The application of these four goals assists in the overall historic branding, education, historic preservation, and collaboration for the neighborhoods.

Source: Adams County Museum

To specifically address each neighborhoodâ&#x20AC;&#x2122;s unique needs, the overall neighborhood recommendations and actions were developed. Communities should work to align each neighborhood with their specific overall goals and actions. Listed in this section are the goals that recommendations for each neighborhood were derived from. The purpose of providing recommendations for these unique neighborhoods is to enhance the expression, knowledge, and interactions of historic features within the community for current and future residents. Future neighborhood planning initiatives for these communities should look towards these overall goals, recommendations, and actions for building historic character and sense of community.

FINDINGS & RECOMMENDATIONS

COMPREHENSIVE RECOMMENDATION GOALS

HISTORIC PRESERVATION Processes for the acknowledgement and implementation of preserving historic character and features that the community values.

EDUCATION, AWARENESS, & OUTREACH Providing learning opportunities about the historic communities of Adams County for all generations within the community.

BRANDING, EVENTS, & PLACE IDENTITY Creating a unique identity for the neighborhoods of Adams County by providing marketing, branding, and events.

COLLABORATION Using a collaboration of community champions and groups to accomplish implementation of historic heritage awareness for the neighborhoods of Adams County.

FINDINGS & RECOMMENDATIONS

COMPREHENSIVE RECOMMENDATION GOALS

HISTORIC PRESERVATION

Create a guide for community members to easily understand the process for landmark designation of their property, home, or business.

Designate a centralized location for historic information about Adams County.

Use the National Public Radio Story Corps phone application or ArcGIS Storymap within the community to easily record oral histories.

Create a historic preservation department or commission within Adams County to assist with the processes of documenting, surveying, and incentivizing properties to protect historic places.

Implement a program like the Historic Denver Preservation for Living Program to educate homeowners on the options for how to identify character defining features of their neighborhoods and homes for preservation efforts.

Source: StoryCorps & Historic Denver.org

FINDINGS & RECOMMENDATIONS

COMPREHENSIVE RECOMMENDATION GOALS

EDUCATION, AWARENESS, & OUTREACH Educate people on the process for designating historic landmarks. Partner with the Adams County Museum to provide educational programs about the historic heritage of the neighborhoods in Adams County. Partner with the Westminster History Center to provide education programs about the historic heritage of Adams County neighborhoods within close proximity. Utilize the Adams County History Museum to continue to generate concepts of place identity through activities with the visitors. Have them participate in mental mapping exercises to see how they relate to Adams County and its historic places. Develop a Crowd Source application within the Storymap for community members to record their own experiences at historic features in Adams County. Use technology applications to engage a young population to become interactive with the history of Adams County.

Source:Westminster History Center

FINDINGS & RECOMMENDATIONS

COMPREHENSIVE RECOMMENDATION GOALS

BRANDING, EVENTS, & PLACE IDENTITY Use the existing agricultural uses to hold events to promote local farming (farm to table applications). Showcase historic features and characteristics of the community at events such as Welby Days and the Adams County Fair. Create a tradition of exposure of historic applications at these events. Create a historic walking tour (story tour) in each neighborhood for people to participate in. These tours can connect through neighborhoods using natural trails and the existing tail networks. Create a reoccurring storytelling event for the county to collect oral histories of the neighborhood residents. Use the NPR Story Corps to have recording booths located at libraries and community events to tell their historic stories of the area. Develop and design locations for a QR Code that would be posted on desirable locations along trails and local business routes for the community to easily access historic information on their smart phone devices.

Source:ESRI & thecontinutional.com 56

FINDINGS & RECOMMENDATIONS

COMPREHENSIVE RECOMMENDATION GOALS

COLLABORATION

Organize the leaders of community groups to meet periodically to discuss the advancement of a history and storytelling project.

Store information within the different community museums and libraries to help with easy access to the oral histories by the public.

Collaborate between community stakeholders when planning events to promote the county neighborhood history.

Coordinate museum collaboration, connecting multiple museums to create public programming with all the museums.

Create museum and community partnerships to sustain resources needed to run public programming. Embed the Story Map into Adams County webpages & museum websites for ease in public access.

Source: Westminster History Center

FINDINGS & RECOMMENDATIONS

Neighborhood History Discoveries

he methods of background research, oral history collection, conduction of surveys, and collaborating with a storytelling event has enlightened many important historic neighborhood features that are unique to each community. These features provide insight into the types of recommendations that can specifically be applied to the unique character of each of the focus neighborhoods. It is important to identify specific neighborhood features that are of historic importance to the community. The goals of education, collaboration, historic preservation, and branding should continue to focus on these features as catalysts for the suggested recommendation actions for each focus neighborhood. Future development should identify these features of the community as historic and should prioritize

these features for decision making processes regarding potential threats to the historic nature of the feature. While some of these features are physical buildings, and properties, others are people or organization groups that are important to the heritage of the neighborhood. The preservation of these heritages and their landmarks should continue to be priorities for the county. Each focus neighborhood section includes the following: a history overview, historic features, thoughts from the neighborhood stories, neighborhood recommendations, and neighborhood recommended actions. These recommendations are important for the implementation of education, branding, historic preservation, and collaboration.

FINDINGS & RECOMMENDATIONS

Historic Baker Elementary in Goat Hill

The historic Meehls - Burnett home on the Sakata Farm in 1920 in the Brighton District.

The historic First Assumption Catholic Church & School in Welby Sources: Westminster History Center, Brighton Historic Preservation Office, &

FINDINGS & RECOMMENDATIONS

BRIGHTON DISTRICT PLAN HISTORY OVERVIEW HISTORY

he Brighton District Planâ&#x20AC;&#x2122;s history dates back to the early 1800s with settlers who were attracted to the wide open prairies and the Colorado Gold Rush in 1859. The rush of settlers in the area brought the original homesteads to Adams County. These homesteads were those of the Hazzard and Blundell families. The homesteads were located in the Brighton District Plan area. Other families that settled in the area were the Reithmanns, the Griffins and the Rutherfords. These homesteads had agricultural heritage and were

successful because of the development of the historic Fulton Ditch which runs through the area. In the mid 1950â&#x20AC;&#x2122;s Brighton welcomed families of Japanese Heritage to work for the farms. Some of these historic family farms include the Sakata Farmstead and the Bromley-Hishinuma Farmstead. The Brighton District Plan area continues to thrive as a historic agricultural district with many historic farmsteads throughout the area.

MAJOR HISTORIC FEATURES Agricultural Heritage Original Homesteads of Adams County First Settlers of Adams County Fulton Ditch Japanese Heritage Pleasant Plain Schoolhouse Wagon Wheel Skate Center

FINDINGS & RECOMMENDATIONS

BRIGHTON DISTRICT NEIGHBORHOOD STORIES The following are excerpts from interviews conducted in the Brighton District neighborhood. These quotes by residents display the community character and historic improtance.

“The water comes from the Fulton Ditch, dug in 1864, and so that is a pretty good right. There was back during the time, a buffalo run just south of here, so the buffalos went from Barr Lake, which was a wallow basically, so there is a migration back and forth of buffalo...then there was a branch of the Overland Trail that goes on the north part of the property.” -Tim Ferrell “Some of the favorite things I have is being on a tractor and watching the sunsets over the mountain. The sunsets here in Colorado are so outrageous...another thing is to see straight rows of strawberry flowers...that is why we need to keep agriculture here in the Brighton area alive, because once it’s gone its gone...this is a hertage, we must protect this heritage at all costs.” - Tim Ferrell

Louie J. Ehlen presents a sugar beet The barn at Rutherford Ranch. to President Eisenhower in 1954.

The Sakata farmstead in the 1920s. 61

FINDINGS & RECOMMENDATIONS

BRIGHTON DISTRICT PLAN RECOMMENDATIONS

BRIGHTON DISTRICT RECOMMENDATIONS Create an agri-tourism tour with signage at different farm stops for people to follow. Educate residents with property in the District Plan about the benefits of a conservation easement for agricultural properties. Engage the community with events to locate historic farming heritage in Brighton. Create a museum that specifically addresses the Brighton farming history. Utilize the Brighton District Plan Commission to collect information from historic farms in Brighton and create a network of willing farmers to participate in the storytelling project.

FINDINGS & RECOMMENDATIONS

SAKATA FARMS

WILLIAM BLUNDELL HOMESTEAD

PLEASANT PLAINS SCHOOLHOUSE

FULTON DITCH

RUTHERFORD RANCH

CONNECTION NODE LANDMARK

BROMLEYHISHINUMA FARM

FINDINGS & RECOMMENDATIONS

BRIGHTON DISTRICT RECOMMENDED ACTIONS COMPREHENSIVE RECOMMENDATION

ACTION Create a historic agriculture tour that incorporates the historic homesteads of the Brighton District Plan Area. Incorporate the Clear Creek Trail, Fulton Irrigation Ditch, and the Pleasant Plain School House to be additional destinations on the tour.

Coordinate with the owners of farming properties to provide signage along roads to educate the public about the historic property and it’s current uses.

Create historic gateways along highway E-470 and Highway-85 to brand the historic Brighton District Plan area for it’s agricultural and farming heritage.

Create historic markers along the Fulton Ditch to educate the public about the importance of water rights to Adams County’s history.

Create an farmstead tour event with willing farmers to provide the public with fresh food access and exposure to the agricultural uses that are important within Adams County.

Collaborate with the City of Brighton Historic Preservation Department to have property owners of farmsteads identify their property on the historic Willits Farm Maps to document the history of property owners. Market this activity as an event to the community.

FINDINGS & RECOMMENDATIONS

WELBY HISTORY OVERVIEW

HISTORY

purred by the earlier gold rush of 1889, the subdivision of Welby was first platted in 1909 by the Denver-Laramie Realty Company. The subdivision only consisted of twenty blocks. Welby is named after Arthur E. Welby, the vice president of the Denver, Laramie and Northwestern Railroad. Many of the early settlers in Welby were farmers and truck farmers in the neighborhood. Most the residents came from strong Italian heritage and have passed those traditions down through many generations.

church. The Rankin Schoolhouse, Cline Schoolhouse, and Washington Schoolhouse were some of the earliest schools in the area. First Assumption Catholic Church was a central religious gathering place for the neighborhood when it was built in 1911. What makes it special, is that it was the community that voted to build the church. First Assumption Catholic Church also had a renovation in 1949, which now reflects its present architecture. The First Assumption Catholic School was also important to the community.

Some of the most important historic buildings and sites of the neighborhood consisted of the schools and

The history of Welby is deep rooted in a close-knit community of immigrants and farmers.

MAJOR HISTORIC FEATURES First Assumption Catholic Church and School Rankin Schoolhouse Cline Schoolhouse Washington Schoolhouse Welby Manor Historic Farmsteads Italian Heritage Welby Days

FINDINGS & RECOMMENDATIONS

WELBY NEIGHBORHOOD STORIES The following are excerpts from interviews conducted in the Welby neighborhood. These quotes by residents display the community character and historic improtance. “Economically they were very suppressed here in comparison to people that lived in the city. People that lived in the city felt like this was the real poor area so they looked down their noses at that...and the irony of that is that then there was this change of fortune because all of the land was here, when those people only had a house so ironically it put these families in different economic status after.” - Robin O’Dorisio “He had such a love for his community (Constantino Molinaro), when he wasn’t feeling good my husband would say let me take you up for a ride in the mountains, and he would not want to go to the mountains, instead they drove around here and he would point out, this is where so-and-so lived, this is what they grew...because that was just their life, and it was such a neat life...they felt rich in the sense of family and community.” - Norma Frank

The original Assumption Catholic Church in

A drawing of the original Rotello residence in 1931.

The Gaccetta manor, the first home of the historic family in Welby. 67

FINDINGS & RECOMMENDATIONS

WELBY RECOMMENDATIONS

WELBY RECOMMENDATIONS Utilize the space at Clear Creek Trail to provide unique historic markers. Create a story walk throughout neighborhood, connecting historic landmark sites through wayfinding and signage. Utilize the new street improvements on York Street to display information about historic neighborhood features. Use local events and public gatherings Welby Days as a location for a story booth setup to capture stories specific to the neighborhood. Create a central location for discovering historic information about the Welby Neighborhood. Establish a historic district to anchor funds for historic branding of locations within the neighborhood.

FINDINGS & RECOMMENDATIONS

CO R

Y ASSUMPTION CATHOLIC CHURCH & SCHOOL

GACCETTA & MOLINARO RESIDENCES

R KT

YORK ST

HISTORIC WASHINGTON SCHOOLHOUSE

WASHINGTON ST

78TH AVE

AIL

R RC

HISTORIC DISTRICT CONNECTION NODE LANDMARK

HISTORIC CLINE SCHOOL PROPERTY

WELBY MANOR & ROTELLO RESIDENCE

FINDINGS & RECOMMENDATIONS

WELBY RECOMMENDED ACTIONS COMPREHENSIVE RECOMMENDATION

ACTION Create a Story Walk, a tour that incorporates branding and signage for community members to follow along a branded trail. Utilize the nodes along the connection route to display signage with historic information and wayfinding.

Coordinate with the owners of the Welby Manor and the Welby Heritage Foundation to create a centralized museum.

Use street or sidewalk pavers in York Street Improvements to name original families or land owners of historic Welby properties.

Create a relationship with the owners of Boyers Coffee and Assumption Catholic Church to station to establish storybooths at these locations.

Create a historic gateway signs at the junction of Coronado Parkway and York Street, York Street and Clear Creek Trail, Washington Street and the Clear Creek Trail, and Coronado Parkway and Washington Street.

Establish art installation at 78th Avenue and York Street that reflects the historic characteristics of Welby. This can function as the center of a historic district for the public.

FINDINGS & RECOMMENDATIONS

GOAT HILL HISTORY OVERVIEW

HISTORY

here are several different iterations of the story of “Goat Hill”. In its early days the families of the neighborhood provided work for many of the historic farms nearby to the neighborhood. Farms such as the Savory Farm and Barber’s Turkey Farm had many workers living in the Goat Hill neighborhood. Stories of the area date back to the late 1800s when there were still Native Americans around the area. Historically, the neighborhood has a strong Hispanic heritage. This heritage helped to create several religious landmarks for the neighborhood; Our Lady of Visitation Catholic Church and the Penitentes Morado.

Several schools in the area are familiar to the residents including Baker Elementary, built in 1877 and Hodgkins Middle School. Mud Lake (now Hidden Lake) and Little Dry Creek provided some recreation for the residents. Major transportation Arteries such as the railroad and Federal Boulevard housed many historic motels from the 1950s. The origin of the Goat Hill name stems from several different stories and locations. One is on the west side of Federal Boulevard and another is Mr. Walker’s “Goat Hill on the east side of Federal Boulevard. These stories have molded the history of the neighborhood.

MAJOR HISTORIC FEATURES Our Lady of Visitation Catholic Church Penitentes Morado Mr. Walker’s “Goat Hill” Baker Elementary Hodgkins Junior High Mud Lake Railroad Historic Motels (i.e Arrow Motel, Primrose Motel).

FINDINGS & RECOMMENDATIONS

GOAT HILL NEIGHBORHOOD STORIES The following are excerpts from interviews conducted in the Goat Hill neighborhood. These quotes by residents display the community character and historic improtance. “They built four Baker schools. It was named after the mountain man Jim Baker, to me it was very special, I was so upset when they tore it down because that was the most historic school we had.” -Linda Charrington “We were able to see the tracks, the old steam trains, from there to light rail and within that neighborhood we were able to see the change in the industry.” - Don Saiz “I was in the first grade in 49’ (at Baker Elementary), the principal was Frederick Jargis, one of the greatest men that ever lived, he just passed away and they had an article. What a wonderful man. In his office he had a sign that said “Tomorrow you thought about yesterday.” - Gill Evans

The tramway car that served as the church for Our Lady of Visitation Catholic Church.

The historic Baker Elementary when it was first built.

Connie Wold, a Goat Hill residents in the early 1900’s in front of her home in Goat Hill.

FINDINGS & RECOMMENDATIONS

GOAT HILL RECOMMENDATIONS

GOAT HILL RECOMMENDATIONS Create a story walk throughout neighborhood and make a destination connection with the Westminster History Center. Activate the neighborhood organization through the Adams County Neighborhood Liaison to outreach to residents about the history storytelling project. Continue collaboration with the Westminster History Center to collect oral histories and document family history using their resources. Utilize the Little Dry Creek as a natural recreation space for future planning of neighborhood story walk and branding. Create a monument or provide signage on historic â&#x20AC;&#x153;Goat Hillâ&#x20AC;? locations. Incorporate these as major features in a story walk.

FINDINGS & RECOMMENDATIONS

HISTORIC HODGKINS MIDDLE SCHOOL PROPERTY

LOWELL BLVD

MUD LAKE

FEDERAL BLVD

LIT

TLE

DR YC

LADY OF VISITATION CATHOLIC CHURCH

W 65TH PL HISTORIC MOTEL DISTRICT

HISTORIC BAKER SCHOOL HOUSE PROPERTY

64TH AVE

PENITENTES MORADO

MR. WALKER’S “GOAT HILL”

HISTORIC DISTRICT CONNECTION NODE LANDMARK

FINDINGS & RECOMMENDATIONS

GOAT HILL RECOMMENDED ACTIONS

ACTION

COMPREHENSIVE RECOMMENDATION

Create a Story Walk, a tour that incorporates branding and signage for community members to follow along a branded trail. Utilize the nodes along the connection route to display signage with historic information and wayfinding. For safety, create route along a trail following Little Dry Creek. Establish a monument at the historic Baker Elementary site for dedication to serving the neighborhood. Coordinate with the neighborhood organization and Westminster History Center to hold a community reunion event for those who attended Baker Elementary. Update neighborhood infrastructure on the east of of Federal Boulevard and incorporate concrete stamps and signage in the project to reflect the history of the neighborhood. Create a neighborhood park on W. 65th Place and Clay Street near one of the original sites of Mr. Walker’s “Goat Hill” property. Provide benches, lighting, and signage about the history of the name “Goat Hill”.

FINDINGS & RECOMMENDATIONS

Lessons Learned

uring the process of discovering the important histories of each of the focus neighborhoods for the Brighton District Plan, Welby, and Goat Hill several different lessons emerged. These lessons consisted of different processes for gathering information about the histories and stories of the neighborhoods. These lessons should be considered for the continuation of this project for other neighborhoods in the future. There are four categories of lessons that should be reviewed and considered before proceeding with the

Source: Adams County Museum

application of this project to other neighborhoods in the county. These categories include; survey improvements, collecting oral histories, storyfest event recommendations, and story map improvements. Each category consists of different recommendations for how to proceed with the different components of the project in the future. The application of these lessons learned for future project endeavors is pertinent to establishing a consistent, efficient, and successful project in the future.

FINDINGS & RECOMMENDATIONS

SURVEY IMPROVEMENTS

RECOMMENDATIONS FOR COLLECTING ORAL HISTORIES

STORYFEST EVENT RECOMMENDATIONS

STORY MAP IMPROVEMENTS

FINDINGS & RECOMMENDATIONS

ORAL HISTORIES COLLECTION RECOMMENDATIONS To include agricultural property owners in the oral history, conduct the interviews in the winter seasons to avoid time-commitment issues. Summer seasons should be reserved for data compilations and documentation instead. Establish relationships with historic societies to conduct oral histories. Create an agreement with the historic societies of the area to share information gathered from oral histories pertaining to Adams County neighborhoods. If possible, conduct oral history interviews individually instead of in groups to avoid content confusion for sharing and documenting with the public.

ORAL HISTORIES COLLECTION NEXT STEPS Follow-up with main contacts with the historic societies to conduct oral histories.

Begin with the contacts listed in the contact directory to continue to create a network of historic connections in the neighborhood.

Resume collecting oral histories for the Brighton District Plan and Welby residents after Winter Solstice begins due to the agricultural industries.

FINDINGS & RECOMMENDATIONS

SURVEY IMPROVEMENT RECOMMENDATIONS Create ease of access for the public to the Adams County Neighborhood Project website page. This will help to increase participation in the survey. Conduct a mail-out survey, to evenly distribute surveys among residents and easily retrieve completed surveys from the residents. Utilize social media to promote the survey and promote its purpose to the neighborhoods. Conduct and collect surveys at future scheduled storytelling events.

SURVEY IMPROVEMENT NEXT STEPS Create an implementation plan for outreach to the community through social media, website, and events.

Create a plan for analyzing the data to keep up with important historic features of neighborhoods in Adams County.

Follow-up with â&#x20AC;&#x153;community championsâ&#x20AC;? to distribute the survey in their neighborhoods.

FINDINGS & RECOMMENDATIONS

STORYFEST EVENT RECOMMENDATIONS

PURPOSE

he purpose of the Northside Show and Tell: Story Fest event was to provide a place for community members of the northside of Denver to share their stories about their lives and communities. Regis Universityâ&#x20AC;&#x2122;s Cultivate Health program, works closely with the nearby neighborhood organizations to promote healthy living aspects in the community environments. To promote healthy living, Cultivate Health worked closely with the Chaffee Neighborhood Organization to create a venue for residents to experience their neighborhood culture and history. The main theme of the storyfest event was oral storytelling. The storyfest was aimed to provide several different storytelling venues and mediums for the residents to participate in. Regis University and many of the Northside

neighborhoods are located within Adams County. A partnership with Adams County was formed to share the information of stories that would be collected from the storyfest events. Adams County and I reached out to invite the Welby and Goat Hill communities. Specifically, Adams County and I were a part of the first two days of events; the storytelling circle and the story booth. The event programming for the weekend of the storyfest included story circles, a story booth, and artist gallery. All events were operated with no funding and developed by the staff of Regis University and numerous volunteers. These volunteers consisted of residents from the Registered Neighborhood Organization as and students from Regis University.

FINDINGS & RECOMMENDATIONS

STORYFEST EVENT PROGRAMMING STORY CIRCLES

STORY BOOTH

ARTIST GALLERY

FRIDAY - 6:00-9:00 PM

SATURDAY - 11:00-3:00 PM

SUNDAY - 6:00-9:00 PM

Community residents come together to experience local food trucks and to share stories among their community in a story circle. Artists were welcomed to interpret the story telling for a presentation of their work on Sunday at the Artist Gallery.

A neighborhood festival took place with food, live music, zumba, kids activities, and booths from the local community to visit. A story booth was located adjacent to the festival; providing a venue for the community to share their story to be documented in an interview format.

A venue for the local artists to share their interpretation of the storytelling from the previous two days of storytelling activities. The stories were translated into a form of art to share.

FINDINGS & RECOMMENDATIONS

STORY BOOTH

STORY CIRCLE

Following the serving of food was the story circle presentations that took place in a unit across from the makeshift “food court” in the parking lot. There were about fifteen community members and six artists at the story circle. Community members volunteered to share their stories in front of the group. Some of those who shared stories included a former state senator, an immigrant, a sister from nearby Marycrest, and many others. The interviews were guided by communications professor, Janna Goodwin. Most interviews lasted between five and ten minutes.

Six people shared their story at the story booth. They were from several different neighborhoods in the Northside. There was only one person whose story was applicable to the Adams County Neighborhood Storytelling Project.

riday’s event began with community gathering in a nearby parking lot with local food trucks serving food for the community. The informal dinner was filled with conversation and local music.

aturday’s festival began with Zumba, kid’s activities, live music, and food. The story booth was located across the street from the festival court in an indoor facility.Community members from inside the festival court were invited and encouraged by volunteers to stop by the story booth to share their personal stories about the Northside. At the story booth, there was an opportunity to take a survey for those residing in Adams County, as well as the opportunity to have their stories recorded by video camera and audio recording.

FINDINGS & RECOMMENDATIONS

STORYTELLING EVENT RECOMMENDATIONS Make the location of the story booth closer to the center of the festival or main activities to encourage more participation from the community. Create events during the storyfest that encourage them to stay long enough to be encouraged to share their story. Educate the community on what constitutes a story. Many community members believe that they do not have a â&#x20AC;&#x153;storyâ&#x20AC;? to tell, yet everyone has a viewpoint to share about their neighborhood. Be proactive in seeking grant funded opportunities. Seek the community development block grants that apply to the initiatives that are sought to be implemented to create a story booth event. Additional funding can help to provide outreach, food, and security. Provide a storytelling workshop for each neighborhood that will be invited to the main storytelling event. The workshops will provide the community with tools for sharing their stories and assist in outreach and advertisement for the main event. Create an appointment schedule for the story booth. This will alleviate the waiting times and decrease the chance of losing interested people due to waiting time.

FINDINGS & RECOMMENDATIONS

STORY MAP RECOMMENDATIONS Work with the GIS department at Adams County to create an application that addresses Adams Counties needs for formatting the storymap to have a faster loading speed. Apply the Adams County Neighborhood Story Map to the GIS Interactive Maps webpage for ease of access for the public. Introduce the story map to the leaders of Adams County to become aware of the important history of each neighborhood

STORY MAP NEXT STEPS Apply a crowd source story map application to the Adams County Neighborhood Storytelling map and perform outreach for the public to participate. Create a function in the story map application that allows for the neighborhood overview map to directly link them to each neighborhoodâ&#x20AC;&#x2122;s story.

Create an adhoc committee that makes decisions for the future of the Story Map and implements changes as need be.

CONCLUSIONS

Conclusions The Adams County Neighborhood Storytelling Project illustrates the importance of history in the development of community identity. There was a strong emphasis on historic locations for defining features of community identity. The anecdotal information gathered provided a more profound perspective into how communities responded throughout history to changes in the economy, society, geography, and built environment. Throughout the findings there are four key observations that summarize the affects and reactions that storytelling had on the Brighton District, Welby, and Goat Hill neighborhoods. These four key observations include the value of community participation, importance of proactive historic preservation efforts, community investments, and investment from stakeholders and administration. First, the community participation in the Adams County Neighborhood Storytelling Project is critical to the identification of community identity. The community members are a critical part of collecting and documenting information. The community is the most valuable resource for collecting information. Utilizing groups within the community is influential in making these connections. Second, many of the historic features that were discovered had already been demolished and redeveloped. However, these memories still resonate with many of the community members. Capturing these stories is important to initiating proactive discussions for how to preserve these historic features. Third, the level of community investment differed between the neighborhoods. One trend of investment that was observed was that the communities with less published historic information and historic preservation resources were more involved and invested in the Adams County Neighborhood Storytelling Project. Lastly, building relationships with the community is the most valuable tool for capturing authentic and valid information about the community. Building these relationships take extensive time and investment. It is crucial that the stakeholders within the community and administration of the county are involved in the continuation of the project. Moreover, storytelling is a crucial tool for establishing community identity in the neighborhoods of Adams County. This project is a catalyst for the discovery of many of the counties historic features that honor the past for the future. 90

CONCLUSIONS

Summary of Conclusions The following four concepts below are key observations drawn from the conclusion for this project. These conclusions should be considered during implementation of the next phases of the project. The utilization of these conclusions throughout the continuation of the Adams County Neighborhood Storytelling Project will assist in the further development of establishing community identities.

Community Participation

Proactive Identification of Historic Features

Community Investment

Stakeholders and Administrative Investment

SOURCES

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APPENDICES

APPENDIX B

Adams County Historic Community Survey

Page 1 106

APPENDIX B

Page 2 107

APPENDIX C

Oral History Interview Questions

108

APPENDIX D

Story Map QR Code To discover the history of Adams County, the Story map application for the Adams County Neighborhood Storytelling Project can be accessed from this report via the QR Code below.

109