Wont You Be My Neighbor?!

Subject
Architecture, Denver neighborhoods old and new, map reading, historic preservation

Fourth Grade Standards

Oral Expression and Listening: 1.a, 1.c, 1.d
Research and Reasoning: 1.b, 1.c, 1.d, 1.e, 1.f

21st Century Skills - Inquiry

Why is it important to listen to all members in a group before making a decision about an
issue or problem?
What are some important things to do when presenting ideas to a group?
How would you rate your contributions to your group and why?

Time Frame
Activity One: Denver Architecture and Bingo
Time Frame: Two 45-minute periods
Exploration of architecutral features in Denver neighborhoods.
Activity Two: Historical Designation in your Neighborhood
Time Frame: Three 45-minute periods
Historic designation process, students choose a landmark to preserve

Artifacts & Materials

Provided In Trunk Provided By Teacher
Map of Denver Landmarks Bingo Markers
Reference Card Listing Typical Architectural Elements
Architecutral Bingo
Colored Shapes and Decorative Designs
Denver Story Trek Pamphlet
Vintage Faucet Handle and Door Knob
Vintage Architectural Samples: Marble, Oak Wood Flooring, Staircase Spindle, Fireplace Tile

Objectives
Students will:
1) Learn to identify basic architectural and decorative elements of historic structures;
2) Learn to read a map, identifying familiar streets and neighborhoods;
3) Explore the process of basic architectural design;
4) Consider the importance of historic preservation;
5) Learn about and participate in the process of landmark designation.

Relevant Biographies
Horace A.W. Tabor
Mayor Federico Pea

Background Information for Teachers Denvers Architectural History
Since its founding in 1858, Denver has been a city where the new quickly replaced the old. Over
the decades, the citys original neighborhoods and architecture rarely survived as the population
grew. Grander skyscrapers and apartment high-rises replaced elegant mansions and more modest
structures of the past. Today, Denverites have a new attitude they want to save the citys history
instead of tearing it down.

The architecture of early Denver was typical of many western towns. Anyone who has watched a
western movie would have recognized the citys main street with its wooden buildings, false store
fronts, and raised porches and walk ways. During that time, settlers cut down the cherry trees
along the creek to build stores and homes. That environmental source soon ran out, as the Plains
ecosystem does not support of the growth of tall, sturdy trees. This lack of wood, coupled with a
devastating fire in 1863, which destroyed a large portion of Denvers business district, led to the
Brick Ordinance that required all new commercial buildings to be constructed using brick and
stone.1 This Ordinance gave Denver its characteristic look of warm, orange-red brick buildings with
stone arches and cornices.

The arrival of the railroad in 1870 not only spurred the economy and communication, it brought
with it access to other types of building materials, such as pressed and cast metal. Architects
embraced these new materials, adding metal as decoration to cornices, storefront columns, and
window hoods.

Further changes came about when the new-found wealth of some lucky miners led to wellspring of
nouveau riche into Denver. As they tried to separate themselves from one another and from the miners
they had left behind in the mountains, they rushed to build mansions, private schools, and social clubs.
This influx of new money and new buildings transformed the character of neighborhoods. William Lang,
architect to many of the new elite, specialized in stone, Romanesque mansions with thick, massive
walls, rounded arches, stone towers and turrets and Queen Anne-style homes (with Romanesque
elements), like the one he built for Margaret Maggie Brown, now the Molly Brown House Museum.

Another renowned architect of the time, Robert S. Roeschlaub, designed grand edifices for the Denver
School district. His first school, and the citys first high school, was the majestic Old East High on
19th and Stout Streets. It was torn down in the 1920s when the New East was built near City Park.
Thankfully, other of his notable schools are still standing today. For example, Emerson (1884) at East
14th Avenue and Ogden Street and Dora Moore at East 9th Avenue and Corona Street.

Opened in 1892, the Brown Palace Hotel immediately asserted itself as a Denver icon, and remains
so today. Henry Brown spent $2 million ($47,337,475 in todays dollars) to make his hotel a reality.
Designed by Frank Edbrooke, the steel-framed hotel is wrapped in red sandstone. The wonders of
the hotel did not end with its steel-frame; the hotel contained indoor plumbing, elevators, electricity,
its own power plant and artesian wells! The hotel is still in operation today, however, the grand
Tabor Opera House, also of the same time, did not fair so well. The most opulent building between
Chicago and San Francisco the Tabor Opera House changed the image of Denver from a small town
to a big city almost overnight.2 No expense was spared for this cutting-edge building financed by
donations from Horace A.W. Tabor. In 1964, after years of disrepair, the building was demolished
and replaced by the Federal Reserve Bank building.
Background Information for Teachers Denvers Architectural History contd
The Denver Landmark Preservation Commission was formed in 1967 in response to local citizens
pushing for a government group to assess and consider landmarks. The Commission could delay
and deny demolition and building permits that threatened significant buildings. However, historic
buildings continued to be torn down across the city. Denvers movement for historic preservation
truly coalesced in 1970 when the Margaret Maggie Brown House in Denvers Capitol Hill
neighborhood was threatened with demolition. After Maggies death, the house was converted to a
home for wayward girls, and later it had turned into a cramped, subdivided house for gentlemen.
Some wanted to demolish the once-grand structure to make way for office buildings. A groups
of concerned citizens, including Ann Love, wife of Governor Love, were distressed about the
loss of history and landmarks in the city. They formed Historic Denver, Inc to support historical
preservation. The group raised $80,000 to purchase the house, saving it from demolition, and
sparked a new and vibrant movement in Denver. Today, the Molly Brown House is one of Denvers
most popular tourist destinations and Historic Denver, Inc. is still going strong.

Dana Crawford, another founder of Historic Denver, Inc., and the group also played a leadership
role in the preservation of Larimer Square, Denvers first major preservation project. Once the
center of Denver, Larimer Square (the street was named for General Larimer, who first developed
Denver) housed the citys first bank, bookstore, photographer, dry goods store, and post office.3
The area had deteriorated over the decades, ending up as a skid row of pawnshops and cheap
hotels. However, Larimer Square still retained historic integrity. As developer Dana Crawford noted
in 1963, I first went down to Larimer Street looking for antiques...[and] I couldnt help but notice
that some of the buildings themselves were fine antiques. Crawford led the crusade to save and
revive the landmark block: all 16 buildings on the block, which had been built in the 1860s and
1870s, were renovated into shops and residences. Historic Denver, Inc. continues to operate today
out of Union Station and has helped to save and revive Lower Downtown, the Black American West
Museum, the Paramount Theater, and the Four Mile House - to name just a few.4

Mayor Federico Pea also played a key role in the movement, making historic designation one of
the top priorities of his administration. A staunch preservationist, Pea was responsible for saving
the Mayan Theater at 110 Broadway; however, he did not win all his battles - the Central Bank
was torn down in 1989 in spite of his protests. After two terms, Mayor Pea had given Denver 33
historic districts and 350 individually designated landmarks: he was also a crucial and loud ally
in the fight to designate Lower Downtown a historic district.5 Further, Mayor Pea set aside one
percent of the cost of all municipal building projects for art. This amounted to over $1 million.

Today there are hundreds of buildings that have been designated official Denver Landmarks, and
dozens of neighborhoods that have been preserved as Denver Historic Districts. Several guidebooks
and walking tours highlight these important and historic areas and buildings, such as the Denver
Story Trek, which is included in this outreach trunk.

1
http://www.hometodenver.com/1526_BlakeStreet.htm
2
http://www.babydoe.org/houses.htm
3
http://www.larimersquare.com/history
4
http://www.denvergov.org/aboutdenver/history_narrative_8.asp
5
http://www.planning.dot.gov/documents/CaseStudy/Cities/returning_city.htm#dvr
Activity One: Denver Architecture and Bingo

Procedure
1. Begin a class discussion about Architecture. What is architecture? Discuss some of the elements that make
up architecture and some of the architecture styles. Make sure to discuss Denvers Architecture and Architectural
style, i.e. Art Deco.

2. Pass out the images of historic and modern Denver buildings and ask the students to discuss what they
find to be most interesting about the buildings. What style is the building? Do they like the style? What elements
do they like most?

3. Divide the students in to pairs or groups of three. Each group will get a Architecture BINGO card. Play
BINGO as a class by calling out the architectural element style or feature and holding up the large photograph
to go with it. Students will use markers (pennies or some other small marker) to cover any spaces that have been
called out.

4. Play a second round and only holding up the photograph, this will be more challenging for the students
to remember and identify the architectural element, style or feature.

5. Some of the photoraghs of the architectural elements used in the Bingo Game are not from Denver
Architecture. Ask the students if they can find and name some of these architectural elements in the photographs
of the Denver Architecture that they have already looked at.

You may need multiple copies of some of the BINGO cards depending on how many groups you have in your
class, so it is possible that more than one group will win at a time.
Activity One: Denver Architecture and Bingo - Architectural Styles Reference
GOTHIC
Gothic architecture is a style of architecture which flourished during the high and late medieval period. It evolved
from Romanesque architecture and was succeeded by Renaissance architecture.
Originating in 12th century France and lasting into the 16th century, Gothic architecture was known during the
period as "the French Style" (Opus Francigenum), with the term Gothic first appearing during the latter part of
the Renaissance. Its characteristic features include the pointed arch, the ribbed vault and the flying buttress.
Gothic architecture is most familiar as the architecture of many of the great cathedrals, abbeys and parish church-
es of Europe. It is also the architecture of many castles, palaces, town halls, guild halls, universities and to a less
prominent extent, private dwellings.
http://en.wikipedia.org/wiki/Gothic_architecture

RENAISSANCE
Renaissance architecture is the architecture of the period between the early 15th and early 17th centuries in dif-
ferent regions of Europe, in which there was a conscious revival and development of certain elements of ancient
Greek and Roman thought and material culture. Stylistically, Renaissance architecture followed Gothic architec-
ture and was succeeded by Baroque architecture.
The Renaissance style places emphasis on symmetry, proportion, geometry and the regularity of parts as they
are demonstrated in the architecture of classical antiquity and in particular ancient Roman architecture, of which
many examples remained. Orderly arrangements of columns, pilasters and lintels, as well as the use of semicir-
cular arches, hemispherical domes, niches and aedicules replaced the more complex proportional systems and
irregular profiles of medieval buildings.
http://en.wikipedia.org/wiki/Renaissance_architecture

DUTCH
Dutch Colonial is a style of domestic architecture, primarily characterized by gambrel roofs having curved eaves
along the length of the house. Modern versions built in the early 20th century are more accurately referred to as
"Dutch Colonial Revival," a subtype of the Colonial Revival style.
http://en.wikipedia.org/wiki/Dutch_Colonial

JEFFERSONIAN
Jeffersonian Architecture or Jeffersonian Colonial is an American form of Neo-Classicism or Neo-Palladian based
on American president and polymath Thomas Jefferson's designs of his home, Monticello, his retreat at Poplar
Forest, the University of Virginia, and his design of Barboursville for his friend and political ally James Barbour.
Additionally, over a dozen private homes bearing his stamp still stand today. Jefferson's style was popular in the
early American period at about the same time as the more mainstream Greek Revival architecture was in vogue
(1790s-1830s).
http://en.wikipedia.org/wiki/Jeffersonian_architecture

VICTORIAN
The term Victorian architecture can refer to one of a number of architectural styles predominantly employed dur-
ing the Victorian era. As with the latter, the period of building that it covers may slightly overlap the actual reign,
20 June 1837 22 January 1901, of Queen Victoria after whom it is named, in keeping with a British and French
custom by which architectural styles were named after the reigning monarch.
http://en.wikipedia.org/wiki/Victorian_architecture
CHICAGO
Chicago's architecture is famous throughout the world and one style is referred to as the Chicago School. The
style is also known as Commercial style. In the history of architecture, the Chicago School was a school of archi-
tects active in Chicago at the turn of the 20th century. They were among the first to promote the new technolo-
gies of steel-frame construction in commercial buildings, and developed a spatial aesthetic which co-evolved
with, and then came to influence, parallel developments in European Modernism. A "Second Chicago School"
later emerged in the 1960s and 1970s which pioneered new structural systems such as the tube-frame structure.
http://en.wikipedia.org/wiki/Chicago_school_(architecture)

ART NOUVEAU
Art Nouveau is an international movement and style of art, architecture and applied artespecially the deco-
rative artsthat peaked in popularity at the turn of the 20th century (18901905). The name 'Art Nouveau' is
French for 'new art'. It is also known as Jugendstil, German for 'youth style', named after the magazine Jugend,
which promoted it, and in Italy, Stile Liberty from the department store in London, Liberty & Co., which popular-
ised the style. A reaction to academic art of the 19th century, it is characterized by organic, especially floral and
other plant-inspired motifs, as well as highly stylized, flowing curvilinear forms. Art Nouveau is an approach to
design according to which artists should work on everything from architecture to furniture, making art part of
everyday life.
http://en.wikipedia.org/wiki/Art_Nouveau

MISSION REVIVAL
The Mission Revival Style was an architectural movement that began in the late 19th century and drew inspira-
tion from the early Spanish missions in California. The movement enjoyed its greatest popularity between 1890
and 1915, though numerous modern residential, commercial, and institutional structures (particularly schools
and railroad depots) display this instantly-recognizable architectural style. The Mission Inn in Riverside, California
is generally considered the largest Mission Revival Style building in the United States.
http://en.wikipedia.org/wiki/Mission_Revival_Style_architecture

COLONIAL REVIVAL
The Colonial Revival was a nationalistic architectural style and interior design movement in the United States
which sought to revive elements of Georgian architecture.
In the early 1890s Americans began to value their own heritage and architecture. This also came after the Centen-
nial Exhibition of 1876 rewakened Americans to their colonial past. Colonial Revival sought to follow the Ameri-
can colonial architecture of the period around the Revolutionary War, usually being two stories in height with the
ridge pole running parallel to the street, a symmetrical front facade with an accented doorway and evenly spaced
windows on either side of it. Features that make them distinguishable from colonial period houses of the similar
style of the early 1800s are elaborate front doors, often with decorative crown pediments and overhead fanlights
and sidelights, but with machine-made woodwork that had less depth and relief than earlier handmade versions.
Window openings, while symmetrically located on either side of the front entrance, were usually hung in adja-
cent pairs or in triple combinations rather than as single windows. Side porches or sunrooms were common addi-
tions to these homes, introducing modern comforts. Also distinctive in this style are multiple columned porches
and doors with fanlights and sidelights. To go along with the Colonial Revival style of architecture, owners often
seek to furnish the house with furnishings that are preferably antique but often are reproductions.
http://en.wikipedia.org/wiki/Colonial_Revival_architecture
SPANISH COLONIAL REVIVAL
The Spanish Colonial Revival was a United States architectural movement that came about in the early 20th cen-
tury, starting in California and Florida as a regional expression related to both history and environment. The Span-
ish Colonial Revival Style was also influenced by the opening of the Panama Canal and the overwhelming success
of the novel Ramona. Based on the Spanish Colonial architecture that dominated in the early Spanish colonies of
both North and South America, Spanish Colonial Revival updated these forms for a new century.
Early champions of the Spanish Colonial Revival include Orlando, Florida architect Frederick H. Trimble whose
Farmer's Bank in Vero Beach predates the Panama-California Exposition of 1915 in San Diego. The San Diego Fair
has been credited with drawing national attention to the aesthetic potential of this style.
The movement enjoyed its greatest popularity between 1915 and 1931 and was most often exhibited in single-
level detached houses.
http://en.wikipedia.org/wiki/Spanish_Colonial_Revival_architecture

ART DECO
Art Deco was a popular international art design movement from 1925 until the 1940s, affecting the decorative
arts such as architecture, interior design and industrial design, as well as the visual arts such as fashion, painting,
the graphic arts and film. At the time, this style was seen as elegant, glamorous, functional and modern.
The movement was a mixture of many different styles and movements of the early 20th century, including Neo-
classical, Constructivism, Cubism, Modernism, Art Nouveau, and Futurism. Its popularity peaked in Europe dur-
ing the Roaring Twenties and continued strongly in the United States through the 1930s. Although many design
movements have political or philosophical roots or intentions, Art Deco was purely decorative.
Art Deco experienced a decline in popularity during the late '30s and early '40s, but experienced a resurgence
with the popularization of graphic design in the 1980s. Art Deco had a profound influence on many later artistic
movements, such as Memphis and Pop art.
Surviving examples may still be seen in many different locations worldwide, in countries as diverse as China
(Shanghai), United Kingdom, Spain, Cuba, Indonesia, the Philippines, Argentina, Romania, Australia, New Zea-
land, India, Brazil, Colombia, and the United States (primarily in Miami, Los Angeles and New York City). Many
classic examples still exist in the form of architecture in many major cities. The Empire State Building and Chrysler
Building, both in New York City, are two of the largest and best-known examples of the style.
http://en.wikipedia.org/wiki/Art_Deco
Postmodern architecture was an international style whose first examples are generally cited as being from the
1950s, but which did not become a movement until the late 1970s and continues to influence present-day archi-
tecture. Postmodernity in architecture is generally thought to be heralded by the return of "wit, ornament and
reference" to architecture in response to the formalism of the International Style of modernism. As with many
cultural movements, some of postmodernism's most pronounced and visible ideas can be seen in architecture.
The functional and formalized shapes and spaces of the modernist movement are replaced by unapologetically
diverse aesthetics: styles collide, form is adopted for its own sake, and new ways of viewing familiar styles and
space abound.
One popular building style of postmodernist style architecture is the use of pent roofing in buildings, where roofs
are slanted at an even angle from one wall to the other. Peaked roofing however, as seen on most traditional
single-family homes, is an example of Modernist Architecture.
Transitional examples of postmodern architecture are Michael Graves' Portland Building in Portland, Oregon and
Philip Johnson's Sony Building (originally AT&T Building) in New York City, which borrows elements and referenc-
es from the past and reintroduces color and symbolism to architecture. A prime example of inspiration for post-
modern architecture lies along the Las Vegas Strip, which was studied by Robert Venturi and Denise Scott Brown
in their 1972 book Learning from Las Vegas celebrating the strip's ordinary and common architecture.
http://en.wikipedia.org/wiki/Postmodern_architecture
SUSTAINABLE
Sustainable design (also called environmental design, environmentally sustainable design, environmentally-con-
scious design, etc.) is the philosophy of designing physical objects, the built environment, and services to comply
with the principles of economic, social, and ecological sustainability.
http://en.wikipedia.org/wiki/Sustainable_design

GREEN
Green Building, also known as and green construction or sustainable building, is the practice of creating struc-
tures and using processes that are environmentally responsible and resource-efficient throughout a building's
life-cycle: from site to design, construction, operation, maintenance, renovation, and deconstruction. This prac-
tice expands and complements the classical building design concerns of economy, utility, durability, and comfort.
http://en.wikipedia.org/wiki/Green_building

NATURAL
A natural building involves a range of building systems and materials that place major emphasis on sustainability.
Ways of achieving sustainability through natural building focus on durability and the use of minimally-processed,
plentiful or renewable resources, as well as those which, while recycled or salvaged, produce healthy living envi-
ronments and maintain indoor air quality. Natural building tends to rely on human labor, more than technology.
As Michael G. Smith observes, it depends on "local ecology, geology and climate; on the character of the particu-
lar building site, and on the needs and personalities of the builders and users."
http://en.wikipedia.org/wiki/Natural_building
Activity Two: Historical Designation in Your Neighborhood
This activity introduces your students to historic preservation in Denver.

Procedure
1. As a class, have students come up with a definition for landmark.
Definition: something prominent that identifies location; a prominent structure or geographic
feature that identifies a location and serve as a guide to finding it, something preserved for
historic importance.1

2. Then have students name as many Denver landmarks they can think of.
Some examples include: the State Capitol, Civic Center Park, Denver Public Library, Denver
Art Museum, Byers-Evans House, Denver City and County Building, Denver Mint, Governors
Mansion, the Molly Brown House, the Brown Palace Hotel, the Oxford Hotel, Union Station,
Bluebird Theater, Cheesman Park Memorial Pavilion, Corona School/Dora Moore School,
Four Mile House and Historic Park, and the Denver Fire Station No. 3.2

3. Discuss why historic preservation is important to the students and to the city.
These are possible discussion points from the Historic Hawaii Foundation. Not all of these
will be relevant to your students. However, the Foundation nicely spells out the
benefits of historic preservation from multiple angles; work them into your conversation as
appropriate for your class.

Historic preservation is important for the following reasons:

1. Culturally a community is richer for having the tangible presence of past eras and
historic styles.
2. Economically a community benefits from increased property values and tax revenues
when historic buildings are protected and made the focal point of revitalization and when
the community is attractive to visitors seeking heritage tourism opportunities.
3. Socially a community benefits when citizens take pride in its history and mutual concern
for the protection of the historic building fabric.
4. Developmentally a community benefits from having a concerted and well-defined planning
approach for the protection of historic buildings while accommodating healthy growth.
5. Environmentally a community benefits when historic buildings are restored or rehabilitated
rather than demolished and disposed on in the community landfill.
6. Educationally a community benefits through teaching local heritage and the
understanding of the past and the resultant cultural respect of its citizens.3

4. Review the Criteria for Historic Designation of Homes (provided in this lesson).4 Go through the
student-generated list of landmarks again; have students think about which criteria each of the
landmarks satisfy.

1
http://www.bing.com/Dictionary/search?q=define+landmark&FORM=DTPDIA
2
Pearson, Michelle. Historic Denver Landmarks for Children and Families. Photography by Kathleen Roach. Historic
Denver, Inc. 2007 and http://denvergov.org/AboutDenver/today_landmarks/asp.
3
http://www.historichawaii.org/WhyPreserve/WhyPreserve.html
4
http://www.denvergov.org/CouncilDistrict1/HelpforHouses/HelpforHistoricHouses/HistoricDesignation/tabid/425751/
Default.aspx
Activity Two: Historical Designation in Your Neighborhood
5. After going over the Criteria for Historic Designation of Homes, go over the Landmark Application
Process with your students, emphasizing the fact that this process takes a lot of work, research,
patience, and persistence.
It is a five step process: 1) complete and submit application to the Denver Landmark
Preservation Commission 2) the Commission conducts a preliminary review of the
application 3) a public hearing is held if the Commissions review is positive 4) upon
closure of the public phase, the Commission has 45 days to approve, approve
with conditions, or reject the application, 5) then City Council must create a bill to
designate a landmark. The second and final reading of the bill is another chance for
the public to comment for or against the designation. If passed, the ordinance
is recorded and the property is officially a landmark. 5

6. Explain to the students that they will recreate this process, with groups of students inhabiting
various roles. Break your class into groups of 8-10. Half the students in each group will be the
coalition of citizens seeking landmark designation, the second half of the group will be the Denver
Landmark Preservation Commission.
a. Each group must work together to decide on one building in their neighborhood they
believe should achieve historic designation. Remind the group to use the Criteria for Historic
Designation to refine their choices.
b. One group of students will research and complete a version of the application for
Landmark Designation. The application is fairly lengthy, so feel free to choose sections
that you think are the most appropriate and relevant for this project; a copy of the
Landmark Designation application in attached to this lesson. The sections include
Building Identification, Historical Data Summary, Photographs, Statement of Significance,
Landmark Designation Criteria, Architectural Description, and the History of the Structure
and Its Association.
c. The second half of the group will play the role of the Denver Landmark Preservation
Commission. They must review the submitted application and decide, based on the evidence
provided, if the application receives a favorable review or if they need additional
information. Once the Commission has all the information they need, the group must host
a public hearing.
d. Invite other students, parents, and/or teachers to the public hearing. The group
advocating for preser vation should state their case. The public should be comprised of
people for the designation and people against historic designation of the chosen building.
The Commission must mediate the proceedings and ask questions. The Commission must
then pass along their recommendations to the City Council.
e. You will play the role of City Council and will therefore have the final authority to
designate the site as a Denver Historic Landmark.

7. Review the group process with your students. What was their experience of working as a group to
advocate for a cause? What was it like for the students who had to listen to both sides and make
a decision? What would they change? What would they replicate next time? How would they rate
their contributions to the process?

5
The official application can be found online at http://denvergov.org/Portals/646/documents/Designation%20
Structure%20Application.doc.
For Teachers:
Criteria for Historic Designation of Homes and Residential Districts in Denver

A structure or residential district may be designated for preservation if it meets at least one
criterion in two or more of these three categories: history, architecture or geography.

History
Thirty or more years old
Have direct association with the historical development of the city, state, or nation
Be the site of a significant historic event
Have direct and substantial association with a person or group of persons who had influence
on society

Architecture
Have design quality and integrity
Possess distinguishing characteristics of an architectural style or type
Be a significant example of the work of a recognized architect or master builder
Contain elements of architectural design, engineering, materials, craftsmanship
Enjoy artistic merit which represents a significant or influential innovation
Portray the environment of a group of people or physical development of an area in an era
of history characterized by a distinctive architectural style

Geography
Have prominent location or be an established, familiar, and orienting visual feature of the
contemporary city
Make a special contribution to Denvers distinctive character
Promote understanding and appreciation of the urban environment by means of distinctive
physical characteristics or rarity
For Teachers:
DENVER LANDMARK PRESERVATION COMMISSION
Application for Landmark Designation

Building Identification
1. Address of Building:

2. Legal Description of Property:

3. Historic Building Name:

Current Building Name:

4. Historic Use:

Present Use:

5. Zone District:

Historical Data Summary

6. Year of Construction:

Source of Information:

7. Architect or Builder:

Source of Information:

8. Original Owner:

Source of Information:

Photographs
9. Attach at least two (2) 5x7 or larger photographs (black and white or color) showing the views of the
property from the public right of way(s) and any important features details. Polaroid photographs are not adequate.
If available, attach copies of historic photographs of the structure.
Application for Landmark Designation - continued

Statement of Significance
10. Explain how the struc ture meets at least one criteria in at least t wo of the categories.
Please cite specific criteria in the summary.

Landmark Designation Criteria

1. History. To have historical importance, the structure shall be more than 30 years old or
have extraordinary importance to the architectural or historical development of Denver,
and shall:
a. Have direct association with the historical development of the city, state, or nation; or
b. Be the site of a significant historic event; or
c. Have direc t and substantial association with a person or group of persons who had
influence on society.

2. Architecture. To have architectural importance, the structure or district shall have design
quality and integrity, and shall:
a. Embody distinguishing characteristics of an architectural style or type; or,
b. Be a significant example of the work of a recognized architect or master builder, or,
c. Contain elements of architectural design, engineering, materials, craftsmanship, or
artistic merit which represent a significant or influential innovation; or,
d. Por tray the environment of a group of people or physical development of an area in
an era of history characterized by a distinctive architectural style.

3. Geography. To have geographical importance, the structure shall:

a. Have a prominent location or be an established, familiar, and orienting visual feature of
the contemporary city, or,
b. Promote understanding and appreciation of the urban environment by means of
distinctive physical characteristics or rarity; or,
c. Make a special contribution to Denvers distinctive character.

Architectural Description
11. Concisely describe the structure and its surrounds.
a. Describe location and setting including physical context and relationship to
neighborhood and other historic structures.
b. Architectural description including mention of major features, uncommon design
features, ancillary structures, and important landscape or site features. Also describe
interior spaces with extraordinary design features (if any).
c. Describe major alterations to the exterior of the structure and any known plans to alter
the exterior.
Application for Landmark Designation - continued

History of the Structure and Its Associations

12. Describe the history of the structure and its associations with important individuals, groups,
events, or historical trends.
a. Provide details about the circumstances of construction including the date of
construction, architect, builder, and owner for the original structure and any significant
additions.
b. Describe specific historical associations including why this structure has direct
association with the individual, group, event, or historical trend.
c. Describe other struc tures that have similar associations and the relationship of this
structure to them.

13. Provide a list of research sources used in compiling this application.

14. Present Owner:

Mailing Address:
Telephone:
Fax:

15. Owner Consent to Designation:

Application Information

I / We, the undersigned, acting as owner(s) of, the property described in this application
for landmark designation do, hereby, give my consent to the designation of this structure
as a Structure for Preservation.

Signature:_____________________________

Printed name:__________________________

Date:___________

If the owner does not consent to designation, please describe the reasons for
recommending designation:

16. Applicant/Preparer Name:

Affiliation/ Interest in Property:
Address:
Telephone:

17. Application Fee. Non refundable application fee of $250 for an individual structure
must b e p a i d p r i o r to t h e p u b l i c h e a r i n g. ( M a k e c h e c k p ay a b l e to D e nve r M a n a g e r o f
Revenue).
Additional Resources for Teachers and Students

Books
Gibson, Barbara. Photography by Cynthia S. Herrick. Historic Denver Guides: The Lower Downtown
Historic District. Historic Denver, Inc. Denver Museum of Natural History. 1995.

Goldstein, Marcia Tremmel. Photography by Carole D. Cardon. Historic Denver Guides: Denver
Women in Their Places: A Guide to Womens History Sites. Historic Denver, Inc. 2002.

Grinstead, Leigh A. Photography by Cynthia S. Herrick. Molly Browns Capitol Hill Neighborhood.
Historic Denver, Inc. 1997.

Hansen, William J. Photography by Jeff Padrick. The Montclair Neighborhood. Historic Denver, Inc.
1999.

Murphy, Jack A. Photography by Ken E. Erickson. Geology Tour of Denvers Capitol Hill Stone
Buildings. Historic Denver, Inc. 1997.

Paglia, Michael. Photography by Jeff Padrick. Denver, the Modern City. Historic Denver, Inc. 1999.

Student, Annette L. Photography by Jeff Padrick. Historic Cheesman Park Neighborhood. Historic
Denver, Inc. 1999.

Widman, Nancy L. Photography by Cynthia S. Herrick. The East 7th Avenue Historic District.
Historic Denver, Inc. 1999.

Widman, Nancy L. Photography by Jeff Padrick. The Baker Historic District. Historic Denver, Inc.
1999.

Wilk, Diane. Photography by Cynthia S. Herrick; contributions from Jack A. Murphy. A Guide to
Denvers Architectural Styles and Terms. Historic Denver, Inc. 1995.

Ibid. The Potter-Highlands Historic District. Historic Denver, Inc. 1997.

Ibid. The Wyman Historic District. Historic Denver, Inc. 1995.

Websites
http://www.historicdenver.org

http://www.denvergov.org/aboutdenver/aboutdenver.asp