Some of you may be noticing that the “Dakota the Dinomummy” exhibit at the State Museum looks a little . . . different. Don’t worry! Nothing is wrong, we are just in the initial phase of producing a new exhibit for everyone to enjoy. Since Dakota is quite the rarity (one of about six hadrosaur mummies in the world), and because it’s large and difficult to understand what the fossil contains, we decided it was time for a makeover.

Over the next number of months, parts of the current display will be removed for continued preparation and study. The first pieces to go are the arm, one foot, the tip of the tail, and the tail itself. What we call the “body block” will remain on exhibit for a while yet. The pieces that have been removed still have matrix (the unprepared rock) attached, which needs to be carefully chiseled off. The dinomummy as it sits now has had five years of preparation completed. Five . . . years . . . of people sitting around the blocks with pneumatic chisels and magnifying lenses, carefully removing the matrix grain by grain. After five years, there’s still a lot of work that can be done!

When a large fossil is removed from the ground, we have to flip it over to cover the bottom-side of the plaster “jacket.” To avoid damage to the fossil, this usually means that the bottom-side of the fossil is opened and prepared first. This works well, because the bottom of the fossil has had less exposure to destructive elements (wind, rain, snow, cows, etc.). So if only one side of the fossil will be prepared, in this case due to the size, weight, and fragile nature of the specimen — then the bottom is the way to go. The tail will be prepared this way.

Skin found near the elbow of the dinomummy, with small scales and wrinkles to accommodate movement.

Other portions, such as the arm, are small and stable enough to prepare in-the-round. As you can see in the photos, the scales are vastly different depending on where you look. Toward the elbow, where the skin would stretch and move, the scales are very small, with wrinkles to accommodate movement — much like your elbows (sans scales, of course). The larger scales are found on the back of the arm and are relatively smooth. This would represent the mid-forearm on people, between the wrist and the elbow — an area with no movement.

Skin found mid-forearm on the dinomummy, with fingernail-sized scales. This is an area between joints, without movement.

If you would like to follow along with the continued preparation of the tail, foot, and arm, we will have periodic updates on Facebook, Twitter, and Instagram (@NDGSPaleo, @ndmuseum). We have to remove as much matrix as soon as possible so we can have the tail 3D scanned. Our goal is to have a 3D-printed, touchable tail for visitors to interact with. The real thing will still be behind glass, but this way the public can truly pet a dinosaur.

How do you eat a whale? One bite at a time. How do you teach history? The same way. The history of us—North Dakotans, Americans, humans, the planet—is a really big story. We break it down, one bite at a time, into arbitrary regions and time periods to make it easier to process.

At places like the North Dakota Heritage Center & State Museum in Bismarck and our state historic sites, we try to have a comprehensive, encyclopedic approach to telling the story of North Dakota. If something has happened within the borders of the state to the people who have lived here (even for the briefest time), we try to capture that story when we can. We break the “big picture” story down into lots of little stories and themes. We try our best to identify these stories, preserve them, interpret them, and promote them. This means we also have to make some very hard decisions. We have committees that decide everything from what objects we collect to what history books get sold in the store. There are a lot of people who help decide which stories are highlighted on any given day at the State Museum.

Grey Whale breaches the ocean.

My job as an outreach coordinator with the North Dakota Studies project is to help educators break this whale of a story down into bite-size pieces for their students. Rather than having educators try to teach all of North Dakota history in just a few weeks, we help teachers and their students to think like historians, so they find the bite-size stories that they are interested in and learn to think critically about how that story is interpreted.

Instead of having students memorize an encyclopedia’s worth of names, places, and dates, museum educators would rather students learn more about how historians think. How do we develop good questions to ask of the past? How do we find and analyze sources to know whether they are accurate? Does the evidence support our hypothesis? The key to making all of this relevant and interesting to students is the questions we ask. We want to ask questions of history that lead to investigation and analysis.

We want students to become history detectives. Instead of simply telling students what type of shelter people of the past used, we want them to think about what type of resources would have been available in a particular location. When we look at illustrations of tipis, earthlodges, forts, and sod cabins, we want them to think about why someone might be living in that particular style of housing. Why would someone build a fort? Why would a tipi be useful? Solving these puzzles is more interesting and engaging than simply memorizing textbook information. The single most useful question my colleagues and I ask of the content we work with is “How do we know?” Try using this question the next time you are visiting an exhibit or reading a book, and see if it leads to some detective work of your own.

Solving history's mysteries: How do we know what we know?