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Architecture Program - School of Architecture, Planning, and Preservation - University of Maryland
Spring Semester 2016
ARCH 420 – ARCH 420: AMERICAN ARCHITECTURE: BUILDINGS AND THEIR STORIES
FACULTY: Dr. Isabelle Gournay, School of Architecture, Planning and Preservation, Room 2124 - Tel. (301) 405 6304
Office hours: Tuesdays 11 a.m.-noon and Thursday 12:30 pm-1:30 p.m. (please sign the book in the front office) + by
appointment
Teaching Assistant: Evan Schroeder evanschroed@gmail.com ; Office hours Mondays 11 a.m.-noon. Can be scheduled by
email.
Communication Policy: with the instructor: email directly at gournay@umd.edu instead of going through Canvas.
CATALOGUE DESCRIPTION
History Of American Architecture (3) American architecture from the late 17th to the 21st century.
Prerequisites ARCH 227 or by special permission Meeting Times and Location(s): Room 1125 T-Th 9:30-10:45 am
GenEd History and Social Sciences
COURSE DESCRIPTION AND METHODOLOGY:
This place-based course allows participants to learn about the evolution of American architecture within the greater
framework of US history. From the Pueblo settlement of Acoma to Los Angeles, cities in various parts of the United States are
used as social and physical frameworks to present buildings which have multiple stories to tell about their inception,
construction and resilience. One sequence forgoes the city-building pairing to examine a key tenet of American life, the
single-family home as a reproducible object, including Frank Lloyd Wright’s Usonian House which class participants will visit
on their own. The last locus is the instructor’s home town, Paris, used as a case study to highlight the multi-faceted impact
of American architecture abroad.
For each city or district, the instructors give a preliminary presentation of key landmarks, explaining their design
significance. The following session, students, who have previously worked with the instructors, “embed” these landmarks in
their physical and historical context. They can prepare a powerpoint or screen videos, and must prepare a 10-20 minute
interactive activity or a quiz. In addition to presenting their methodology and findings to the class, leaders help conduct
discussions of required reading(s), providing a set of discussion questions to the instructors at least two days before the
discussion date. A portion of their grade for this “response” session will be peer-evaluated in a graded anonymous peer
evaluation, which will include specific recommendations.
Take-home questionnaires are meant to gain a comparative perspective of the class content.
Class fieldtrips to the Riversdale Mansion and Greenbelt and ensuing reports complement the learning process.
As a result of this class dynamic, students become familiar with major aesthetic movements and varied typologies, while
understanding why buildings reflect a “place-based” rationale and a “people-based” dynamic. They are introduced to
printed and online sources widely ranging in publication date, content and presentation and to methods of architectural
history, while addressing issues of “significance” and preservation from multiple political, social and cultural perspectives.

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ASSIGNMENTS (go to www.elms.umd.edu MODULES for all necessary files including this syllabus and see ASSIGNMENTS for
date reminders)
1-Formal presentations on ANNAPOLIS (3), NEWPORT (5), BALTIMORE (6), WASHINGTON, D.C vicinity of the Capitol (7a)
and White House (7b), CHICAGO (9), NEW YORK CITY (11) and LOS ANGELES (12)
Make sure to schedule at least two appointments with the instructors, one at least two weeks before the day of your
presentation and one no later than two days before your presentation. Failure to communicate in due time and fashion
with the instructors will be factored in your process grade.
1A- In 20-30 minutes create a powerpoint presentation (and possibly show videos) to “embed” buildings already
presented in class for their architectural merit in their physical and historical context
Collect, organize and present to the class textual and visual information related to:
- Urban context and form
- Basic information on climate, as it impacts building practices
- Population figures (demographic growth, ethnic and religious makeup ….)
- Growth patterns, density, official neighborhood and districts …
- Indicate on maps and aerial photographs (historical and current) the precise location of buildings discussed in
class.
- Social history
-Major events having taken place in or near your landmarks
- Biographical elements + Portraits on individuals or social groups mentioned in provided handout.
Reference each image with proper url at the bottom and a add a bibliography and webliography
1B-Prepare a 15-20 minute interactive activity or a quiz.
1C- Help conduct a 20-minute discussion of required reading(s)
You must provide a set of discussion questions to the instructors at least two days before the discussion date.
Where to look to prepare presentation 1A?
- All students consult (but not replicate) last year’s presentations on Newport and Boston Back Bay (posted on Canvas
Modules “1- 2015 FORMAL PRESENTATIONS”)
-Books from our libraries (please bring them to class)
-Official websites of cities.
-Websites of historical societies, archives and libraries (Library of Congress, New York Public Library…)
-Oxford Art Online, National American Biographies and other www.lib.umd.edu databases
- Electronic encyclopedias (such as www.encyclopedia.chicagohistory.org)
Information collected in Wikipedia and other non-authoritative resources should always be double checked against
authoritative electronic venues.
Each student will have a blog as well as a folder on UMD Box. Blogs will be accessed through Canvas—Module—Blogs.
All research and information created for presentation 1A should be stored on UMD Box. Final powerpoint presentations
should be uploaded under your student blog.
2-Analysis and discussion of REQUIRED READINGS
Readings, related to Acoma, Baltimore, Chicago, New York, Riverside and single-family homes, are posted on Canvas-
Modules-“2- REQUIRED READINGS DISCUSSED IN CLASS”
Readings will be highlighted and copiously annotated in order to generate a group discussion. It is strongly suggested to write
at least three questions related to the tone and content of the reading, which can help launch this discussion.
Please upload your annotated readings as PDFs onto your individual student blog before the beginning of class (see due
dates in calendar p.4).

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3- Take-home essays
Questions will be provided at the beginning of classes on Charlottesville, Newport, Washington, D.C, Riverside and Los Angeles
and posted on Canvas Module “3- Take-home essays”
There will be individual as well as two-person essays, which you must upload onto your blog before class on due dates (see
calendar p.4). All class members are invited to view and comment on the essays.
Please write full-fledge sentences and a minimum of one single-spaced page of text. You are welcome to Include Illustrations
found in the questionnaire as well as other images as long as they are referenced in your text.
4- CLASS FIELDTRIPS AND ENSUING REPORTS (individual work)
4A -Riversdale Mansion, Overseer’s cottage and garden, 1801-1807
4811 Riverdale Road Riverdale Park, Maryland 20737
http://history.pgparks.com/sites_and_museums/Riversdale_House_Museum.htm
Write a minimum of four full pages of text (typed, double-spaced, not including title, name, images. Provide a minimum of
three numbered Illustrations (your own photographs, sketches or diagrams, no images from websites) with extensive captions
and references to illustrations in the main text. Three options
1-a descriptive as well as critical account of the visit, stressing the living legacy of the building(s) you visited.
2-an essay recreating and analyzing an ordinary day in the lives of original residents (including servants for Riversdale)
3- a comparative essay, establishing parallels with the Hammond-Harwood House in Annapolis
The degree of individuality and enthusiasm expressed in your words and images will be factors in the evaluation. Think
outside the box while achieving a high degree of visual and scholarly literacy!
4B -Greenbelt, MD, 1935-37- scheduled on a separate date TBA which will replace one of our classes. Select options 1 or 2
for your essay.
GRADING INFORMATION:
Final Grading Computation:
1-Course documentation + Presentation in class + Discussion of required reading(s): 35 % of grade (10% process; 15 % for
final presentation on the part of instructors; 10 % peer reviewed)
2-Analysis of required readings: 15 % of grade
3-Take-home essays: 20 % of grade
4-Fieldtrips Reports: 20 % of grade
5- Class participation (including comments on take-home essays) : 10 % of grade
Total: 100 % of grade
Extra credit: 1/3 of a letter grade added to section 4-Class Fieldtrips for students writing the equivalent two double-spaced
pages on their visit to the Pope-Leighey House no later than April 28.
A mid-term evaluation will be provided.
LATE WORK: YOU MUST REQUEST A DEADLINE EXTENSION BEFORE YOUR ASSIGNMENT IS DUE. ANY LATE ASSIGNMENT FOR
WHICH NO PRELIMINARY DEADLINE EXTENSION WAS APPROVED WILL LOSE ONE LETTER GRADE PER DAY LATE.
Incomplete Work: Incomplete work is strongly discouraged
Concerns About Grades: should be addressed in an email message to the instructor which will arrange meeting to discuss
issues

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COURSE CALENDAR:
CLASS CONTENT REQUIRED READINGS
Discussed in class and returned
to instructors
DEADLINES TO RETURN
Fieldtrip Reports
Take Home Assignments
January 26 Introduction
January 28 (1)Acoma
HABS workshop
BRING YOUR
COMPUTER
February 2 (1)Santa Fe Crouch/Johnson Traditions in
Architecture
February 4 (2)Topsfield, Hingham, Lowell
February 9 (3) ANNAPOLIS
February 11 ANNAPOLIS Student-led
February 16 Riversdale Mansion Tour
February 18 (4) Charlottesville
February 23 (5) NEWPORT, RI Riversdale report due
February 25 NEWPORT, RI Student-led Charlottesville take-home
due
March 1 (6) BALTIMORE Newport take-home due
March 3 BALTIMORE Student-led “Baltimore row houses of the
early nineteenth century,”
March 8 (7) WASHINGTON, D.C
March 10 WASHINGTON, D.C near Capitol Student-led
March 22 WASHINGTON, D.C near White
House
Student-led
March 24 (8) Boston Back Bay Washington, D.C take
home due
March 29 (9) CHICAGO
March 31 CHICAGO Student-led Bluestone, “ ‘A City under one
roof”
April 5 (10) Riverside near Chicago
April 7 (11) NEW YORK CITY Riverside Take-home due
April 12 NEW YORK CITY Student-led Koolhaas, Delirious New York
April 14 NEW YORK CITY Student-led
April 19 (12) LOS ANGELES
April 21 LOS ANGELES Student-led
April 26 Single-family home Downing, Cottage Residences
OR C. Beecher The American
Woman’s Home
April 28 Single-family home Los Angeles take home
due
May 3- 5 Paris, its influence and its
Americanization
April - May
TBA
Greenbelt tour Greenbelt report due
date TBA

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Grade Scale:
Letter
Grade
Percent
Grade
4.0
Scale
A+ 97-100 4.0 University grade definition:
Denotes outstanding mastery of the subject and outstanding scholarship
Instructor’s definition: Truly remarkable work
A 93-96 4.0 Denotes excellent mastery of the subject and outstanding scholarship
Outstanding work
A- 90-92 3.7 Denotes excellent mastery of the subject and outstanding scholarship
Excellent work
B+ 87-89 3.3 Denotes good mastery of the subject and good scholarship
Good, solid, work
B 83-86 3.0 Denotes good mastery of the subject and good scholarship
Good work requiring improvement
B- 80-82 2.7 Denotes good mastery of the subject and good scholarship
Acceptable work requiring improvement
C+ 77-79 2.3 Denotes acceptable mastery of the subject
Acceptable work requiring substantial improvement
C 73-76 2.0 Denotes acceptable mastery of the subject
Borderline work requiring substantial improvement
C- 70-72 1.7 Denotes acceptable mastery of the subject
Marginal performance requiring major improvement
D+ 67-69 1.3 Denotes borderline understanding of the subject, marginal performance.
Does not represent satisfactory progress toward a degree
Unacceptable work
D 65-66 1.0 Idem
F Below 65 0.0 Denotes failure to understand the subject and unsatisfactory performance
GenEd Learning Outcomes:
On completion of ARCH 420, students will be able to
1/ demonstrate knowledge of fundamental concepts and ideas in architectural practice, theory and history
2/ demonstrate understanding of the methods that produce knowledge in a specific field in history or the social sciences.
3/ demonstrate critical thinking in evaluating causal arguments in architectural practice, theory and history
4/ explain how culture, social structure, diversity, or other key elements of historical context have an impact on individual
perception, action, and values.
5/ articulate how historical change shapes architectural ideas and buildings themselves
6/ explain how history can be used to analyze contemporary architectural ideas and buildings and develop policies for
social change through architecture
7/ use information technologies to conduct research and to communicate effectively about architectural history
Course Goals as a Reflection of NAAB Student Performance Criteria:
Students should be aware that the National Architectural Accrediting Board, Inc., (NAAB) evaluates student performance as
a component of accreditation. The NAAB website contains valuable information concerning accreditation. Students should
visit the web site http://www.naab.org and become familiar with the general requirements of accreditation.
Excerpted from the NAAB 2014 Conditions for Accreditation:
The accredited degree program must demonstrate that each graduate possesses the knowledge and skills defined by the
criteria below. The knowledge and skills defined here represent those required to prepare graduates for the path to
internship, examination, and licensure and to engage in related fields. The program must provide student work as evidence
that its graduates have satisfied each criterion.
The criteria encompass two levels of accomplishment:

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Understanding—The capacity to classify, compare, summarize, explain, and/or interpret information.
Ability—Proficiency in using specific information to accomplish a task, correctly selecting the appropriate information, and
accurately applying it to the solution of a specific problem, while also distinguishing the effects of its implementation.
The NAAB establishes SPC to help accredited degree programs prepare students for the profession while encouraging
education practices suited to the individual degree program. The SPC are organized into realms to more easily understand
the relationships between each criterion.
While the NAAB stipulates the student performance criteria that must be met, it specifies neither the educational format
nor the form of student work that may serve as evidence of having met these criteria. Programs are encouraged to develop
unique learning and teaching strategies, methods, and materials to satisfy these criteria. The NAAB encourages innovative
methods for satisfying the criteria, provided the school has a formal evaluation process for assessing student achievement
of these criteria and documenting the results.
This course will provide an introduction to the SPC listed below: (required)
D.1 Stakeholder Roles in Architecture: Understanding of the relationships among key stakeholders in the design process—
client, contractor, architect, user groups, local community—and the architect’s role to reconcile stakeholder needs.
This course will demonstrate satisfaction of the SPC listed below:
A.1 Professional Communication Skills: Ability to write and speak effectively and use representational media appropriate for
both within the profession and with the general public.
A.2 Design Thinking Skills: Ability to raise clear and precise questions, use abstract ideas to interpret information, consider
diverse points of view, reach well-reasoned conclusions, and test alternative outcomes against relevant criteria and
standards.
A.3 Investigative Skills: Ability to gather, assess, record, and comparatively evaluate relevant information and performance
in order to support conclusions related to a specific project or assignment.
A.6 Use of Precedents: Ability to examine and comprehend the fundamental principles present in relevant precedents and
to make informed choices about the incorporation of such principles into architecture and urban design projects.
A.7 History and Global Culture: Understanding of the parallel and divergent histories of architecture and the cultural norms
of a variety of indigenous, vernacular, local, and regional settings in terms of their political, economic, social, ecological, and
technological factors.
A.8 Cultural Diversity and Social Equity: Understanding of the diverse needs, values, behavioral norms, physical abilities, and
social and spatial patterns that characterize different cultures and individuals and the responsibility of the architect to
ensure equity of access to sites, buildings, and structures.
C.1 Research: Understanding of the theoretical and applied research methodologies and practices used during the design
process.
COURSE POLICIES AND PROCEDURES:
.
Absences:
Students are asked to confirm their absence prior to class time via email (gournay@umd.edu) or my calling 301-405 6304. It
is the student's responsibility to inform the instructor of any intended absences in advance. Prior notification is especially
important in connection with final examinations, since failure to reschedule a final examination before the conclusion of
the final examination period may result in loss of credits during the semester.
Religious Observances: http://www.faculty.umd.edu/teach/attendance.html#religious “students shall be given an
opportunity, whenever feasible, to make up within reasonable timeany academic assignment that is missed due to individual
participation in religious observances.” Students are responsible for notifying the instructor of projected absences related
to religious observance within the first two weeks of the semester.

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Medical Absences: http://www.president.umd.edu/policies/ V-1.00(G)UNIVERSITY OF MARYLAND POLICY FOR A
STUDENT’S MEDICALLY NECESSITATED ABSENCE FROM CLASS
APPROVED BY THE PRESIDENT 1 AUGUST 1991; AMENDED May 10, 2011
I. Policy: The University shall excuse class absences that result from a student’s own illness. As explained below, the
procedures and the documentation a student is required to provide to the class instructor for the purpose of obtaining an
excused absence differ depending on the frequency of the absence.
II. Procedures
A. Medically necessitated excused absence from a single lecture, recitation, or lab per semester.
1. No written excuses or documentation from the Health Center shall be provided for absences from single lecture,
recitation, or lab.
2. For a medically necessitated absence from a single lecture, recitation, or lab, students may submit a self-signed
note to their instructor. Such documentation shall be honored as an excused absence unless the absence
coincides with a Major Scheduled Grading Event. The procedure for a medically necessitated excused absence for
a Major Scheduled Grading event is set forth below.
3. Any student who wishes to be excused for an absence from a single lecture, recitation, or lab due to a medically
necessitated absence shall:
a.Make a reasonable attempt to inform the instructor of his/her illness prior to the class; and,
b.Upon returning to class, present their instructor with a self-signed note attesting to the date of their
illness. Each note must also contain an acknowledgment by the student that the information provided is
true and correct. Providing false information to University officials is prohibited under Part 9 (h) of the
Code of Student Conduct (V-1.00(B) UNIVERSITY OF MARYLAND CODE OF STUDENT CONDUCT) and may
result in disciplinary action.
B. Non-consecutive medically necessitated absences from more than a single lecture, recitation, or lab.
1. At the beginning of each semester, the instructor shall establish a written policy for non-consecutive medically
necessitated absences beyond a single lecture, recitation, or lab.
C. Prolonged Absence from Classes and/or Absence from a Major Scheduled Grading Event
1. A prolonged absence is defined as multiple consecutive absences from a course during a semester due to the
same illness.
2. “Major Scheduled Grading Events” shall be identified by the instructor in writing at the beginning of each
semester.
3. Students who experience a prolonged absence(s), as defined above or an illness during a Major Scheduled
Grading Event as identified in writing by the class instructor shall be required to provide written
documentation of the illness from the Health Center or from an outside health care provider. In cases where
written verification is provided, the Health Center or outside health care provider shall verify dates of treatment
and indicate the time frame that the student was unable to meet academic responsibilities. No diagnostic
information shall be given.
D. Resolution of Problems
A student who wishes to contest a decision not to grant a medically necessitated excused absence should first try to resolve
the issue with the class instructor. If the issue is not resolved with the instructor, the student should seek the advice
of the instructor’s Department Chair; the Dean’s Office of the Department’s College; the Health Center Director; or
the Department of Disability Support Services (DSS) Director, if the student is registered with the DSS, in order to identify
the proper procedure for resolution.
Campus Safety / Inclement Weather / School Closure Policy:
This course will not meet in the event of extreme weather or other emergency that causes the University of Maryland to
close. University closure status can be monitored at: http://www.umd.edu/emergencypreparedness/weather_emer/
UMD Alerts is an alert system that allows the University of Maryland to contact you during an emergency by sending text
messages to your e-mail, cell phone, or pager. When an emergency occurs, authorized senders will instantly notify you
using UMD Alerts, connecting you to real-time updates, instructions on where to go, what to do or not do, who to contact,
and other important information. To register for UMD Alerts, please visit: http://alert.umd.edu/

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ADA Compliance:
Information on Disability Support Services can be found online at: http://www.counseling.umd.edu/DSS/
Academic / Studio Culture Policy: Information on policy can be found online at:
http://arch.umd.edu/sites/arch.umd.edu/files/attached_files/AStudioCulturePolicy_0.pdf
Academic Integrity: Information on the University’s policies on academic honesty can be found online at: Office of Judicial
Programs and Student Ethical Development online at: http://www.jpo.umd.edu/or the Student Honor Council:
http://www.shc.umd.edu/
Authorship of Work:
All assignments submitted by students enrolled in the ARCH 635 sequence must be entirely the product of the individual
student or the team. Students who fail to meet this requirement will be subject to University policies concerning Academic
Dishonesty.
Ownership of Work: University regulations require the professor to retain all examinations for a period not less than one
academic year. The School of Architecture does reserve the right to retain certain projects for use in publicity, display, or
other official uses. In addition, projects may be retained for archival reasons or in cases of grade disputes.
IT Resources and Computer Lab Etiquette: The IT Group Technology Solutions Center (TSC) is a valuable resource for
computing related information and inquiry for all students and faculty of the school. Please direct questions and concerns
for IT services and equipment and report any and all service problems/outages to the TSC either in person at their office
space or via email at TSC@umd.edu. The Digital Media Lab (DML) upstairs and the Digital Research Lab (DRL) downstairs
and the Document Output Center (DOC) are public IT facility areas available to all students that must be shared by all
students across the school and maintained in a professional manner through appropriate student conduct for the beneficial
use of all. The DOC is a facility provided for the support of academic mission of the school relating to student media
input/output. The equipment provided is available for student use of the “pay-for-print” system. Students must prepay for
all output in the facility. While quiet and constructive communication between students in the lab is encouraged, visits by
other students outside the class during class time are not permitted. Students must respect the work and work space of
others at all times. NO FOOD OR DRINK is permitted in the computer labs or IT facilities at any time.
Sustainability: The University of Maryland and the faculty of Architecture believe that sustainability is a big part of the built
environment. We encourage you to adopt sustainable practices during this course. Consider the use of materials,
printing/plotting efficiency and the energy consumption of your travel and actions on the broader environment and your
personal impact on the built environment. For further information visit the Campus Sustainability at the University of
Maryland: http://www.sustainability.umd.edu/
Sexual Misconduct: The University of Maryland is committed to maintaining a working and learning environment free of
sexual misconduct. Such an environment must be free of unwelcome, unwanted and/or uninvited sexual or gender based
conduct; this includes, verbal, nonverbal, and/or physical conduct. Please familiarize yourself with the University’s policy on
sexual misconduct, found at: http://president.umd.edu/policies/docs/vi120a.pdf
Architecture Student Handbook: Please also find other important and complementary information you need to familiarize
with in the Student Handbook at http://arch.umd.edu/sites/arch.umd.edu/files/attached_files/Independent_Study_Form-
1.pdf
Course Evaluations:
Course evaluations are an important component of higher education. The School of Architecture, Planning, and
Preservation takes course evaluations very seriously utilizing the information gained therein to assist faculty in improving
teaching methods, revising curriculum, and planning new courses. It is the responsibility of every student to provide
objective critical feedback at the conclusion of every semester for each course in which he or she is enrolled. Information
on course evaluation policy can be found online at: http://www.courseevalum.umd.edu/
Copyright Notice: Class lectures and other materials produced by the instructor are copyrighted and that they may not be
reproduced for anything other than personal use without written permission from you.