3D VR - Woodrow Wilson Family Home | Let's Go!

Located on 1705 Hampton Street, in historic downtown Columbia, South Carolina, this is the home where President Woodrow Wilson spent four years of his childhood. The house was built in 1871, during the height of the Reconstruction era; a tumultuous period in United States and South Carolina history. Today, the house is a museum, devoted to showing Columbia's struggle to rebuild itself after the Civil War, and the Wilson family's time spent in the home. 

Click play to view the tour on your device

View on the Matterport App

The 3D experiences were shot with a Matterport Pro 3D Camera. Experience the VRs using the Matterport phone apps with either a Google Cardboard or Samsung Gear VR.

(1) Download the iOS or Android app to your phone

(2) Use your phone's browser to go to the VR link at Woodrow Wilson House.

(3) When you click on a link, the Matterport App will open on your phone.

(4) The VRs will need to download to the app prior to viewing.

(5) Look for the visual queues (circles) to navigate through the VR experience.

Standards

• 1-1 The student will demonstrate an understanding of how families interact with their environment both locally and globally.
  • People interact not only with each other and but also with the environment. To demonstrate an understanding of the connections between people and the environment, the student will utilize the knowledge and skills set forth in the following indicators:
    • 1-1.1 Identify a familiar area of the neighborhood or local community on a simple map, using the legend and basic map symbols.
    • 1-1.3 Identify various natural resources (e.g., water, animals, plants, minerals) around the world.
• 2-1 The student will demonstrate an understanding of the local community as well as the fact that geography influences not only the development of communities but also the interactions between people and the environment.
  • Geography influences the development of communities. To understand the connections between communities and the environment, the student will utilize the knowledge and skills set forth in the following indicators:
    • 2-1.1 Identify on a map the location of places and geographic features of the local community (e.g., landforms, bodies of water, parks) using the legend and the cardinal directions.
• 2-2 The student will demonstrate an understanding of the structure and function of local, state, and national government.
  • Knowledge of the structure and functions of government enables participation in the democratic process. To participate effectively in civic life, the student will utilize the knowledge and skills set forth in the following indicators:
    • 2-2.1 Identify the basic functions of government, including making and enforcing laws, protecting citizens, and collecting taxes.
    • 2-2.4 Explain the role of elected leaders, including mayor, governor, and president.
• 3-4 The student will demonstrate an understanding of life in the antebellum period, the causes and effects of the Civil War, and the impact of Reconstruction in South Carolina.
  • South Carolina played a key role in events that occurred before, during, and after the Civil War; and those events, in turn, greatly affected the state. To understand South Carolina’s experiences during this tumultuous time, the student will uti...
    • 3-4.6 Summarize the positive and negative effects of Reconstruction in South Carolina, including the development of public education; the establishment of sharecropping; racial advancements and tensions; and the attempts to rebuild towns, factories, an...
• 4-6 The student will demonstrate an understanding of the causes, the course, and the effects of the American Civil War.
  • Regional economic interests led to social and political differences that seemed insurmountable by 1860. To understand why the United States was forced to settle sectional differences through civil war, the student will utilize the knowledge and skills...
    • 4-6.5 Explain the social, economic, and political effects of the Civil War on the United States.
• 5-1 The student will demonstrate an understanding of Reconstruction and its impact on the United States.
  • Reconstruction was a period of great hope, incredible change, and efforts at rebuilding. To understand Reconstruction and race relations in the United States, the student will utilize the knowledge and skills set forth in the following indicators:
    • 5-1.1 Summarize the aims and course of Reconstruction, including the effects of Abraham Lincoln’s assassination, Southern resistance to the rights of freedmen, and the agenda of the Radical Republicans.
    • 5-1.2 Explain the effects of Reconstruction, including new rights under the thirteenth, fourteenth, and fifteenth amendments; the actions of the Freedmen’s Bureau; and the move from a plantation system to sharecropping.
    • 5-1.3 Explain the purpose and motivations of subversive groups during Reconstruction and their rise to power after the withdrawal of federal troops from the South.
    • 5-1.4 Compare the political, economic, and social effects of Reconstruction on different populations in the South and in other regions of the United States.
• 8-5 The student will understand the impact of Reconstruction, industrialization, and Progressivism on society and politics in South Carolina in the late nineteenth and early twentieth centuries.
  • During the periods of Reconstruction, industrial expansion, and the Progressive movement, South Carolina searched for ways to revitalize its economy while maintaining its traditional society. To understand South Carolina’s experience as represen...
    • 8-5.2 Describe the economic impact of Reconstruction on South Carolinians in each of the various social classes.
    • 8-5.3 Summarize the successes and failures of Reconstruction in South Carolina, including the creation of political, educational, and social opportunities for African Americans; the rise of discriminatory groups; and the withdrawal of federal protection.
    • 8-5.4 Summarize the policies and actions of South Carolina’s political leadership in implementing discriminatory laws that established a system of racial segregation, intimidation, and violence.
    • 8-5.8 Compare the Progressive movement in South Carolina with the national Progressive movement, including the impact on temperance; women’s suffrage; labor laws; and educational, agricultural, health, and governmental reform.
• K-1 The student will demonstrate an understanding of his or her surroundings.
  • Maps and other geographic representations can communicate information about the location and features of one’s surroundings. To access and utilize geographic information efficiently, effectively, and accurately, the student will utilize the know...
    • K-1.1 Identify the location of his or her home, school, neighborhood, and city or town on a map.
    • K-1.3 Identify his or her personal connections to places, including home, school, neighborhood, and city or town.
• USHC-3 The student will demonstrate an understanding of how regional and ideological differences led to the Civil War and an understanding of the impact of the Civil War and Reconstruction on democracy in America.
  • Democracy is based on the balance between majority rule and the protection of minority rights. To understand the impact of conflicting interests on the rights of minority groups, the student will utilize the knowledge and skills set forth in the follo...
    • USHC-3.3 Analyze the effects of Reconstruction on the southern states and on the role of the federal government, including the impact of the thirteenth, fourteenth, and fifteenth amendments on opportunities for African Americans.
    • USHC-3.4 Summarize the end of Reconstruction, including the role of anti–African American factions and competing national interests in undermining support for Reconstruction; the impact of the removal of federal protection for freedmen; and the i...
• USHC-4 The student will demonstrate an understanding of the industrial development and the consequences of that development on society and politics during the second half of the nineteenth and the early twentieth centuries.
  • Political democracy depends upon the active participation of individuals working through political and economic-interest groups to protect their welfare. To understand how groups in the past have protected their rights, the student will utilize the kn...
    • USHC-4.6 Compare the accomplishments and limitations of the women’s suffrage movement and the Progressive Movement in affecting social and political reforms in America, including the roles of the media and of reformers such as Carrie Chapman Catt...
• USHC-5 The student will demonstrate an understanding of domestic and foreign developments that contributed to the emergence of the United States as a world power in the twentieth century.
  • The American belief in political democracy led the United States to support natural rights and political democracy for others, especially when it benefited American interests. The willingness of the United States to intervene politically and economica...
    • USHC-5.4 Analyze the causes and consequences of United States involvement in World War I, including the failure of neutrality and the reasons for the declaration of war, the role of propaganda in creating a unified war effort, the limitation of individ...