“The camera is an instrument that teaches people how to see without a camera.”
—Dorothea Lange

Photographs are one of my favorite tools to use as a museum educator. One technique I like to use, known as a Visual Thinking Strategy (VTS), is a very simple and effective way for people to start to see more in an image than they otherwise would have noticed. There are three main steps to follow:

1. Show an image to your audience—either project it on a screen in front of a classroom, or pass it around so everyone can get a good look at the details.
2. Ask students to sit silently and look closely at the image for a minute or two.
3. Guide the students through a series of questions that help them think critically about the image and start asking questions of their own.

We might start with an image like this one:

Tintype portrait of unidentified group of African American women. SHSND 10737-310.

After taking in all the details for a couple of minutes, I would first ask my audience to tell me what is going on in the photograph. It is important that we don’t tell them what we want them to know. We have to be patient and let them make observations; compare and contrast their own answers; and start asking questions. We can keep the conversation going by asking follow up questions—“What makes you say that?” and “What more can we find?” This will help students continue their observations and will help them associate details in the image with their own personal experiences or prior knowledge.

This is a great activity for teachers of any discipline. English teachers can use this activity to initiate a creative writing activity. Science teachers can use this to connect observations of an image to classroom lessons such as identifying physical properties of an object. Math teachers can use images this way to help make connections for students between the real world and abstract concepts—for example, you could ask younger students to find basic shapes or to add or subtract the number of items in an image.

This exercise is great for someone teaching North Dakota Studies or other history classes. We can talk about the clothing and interior décor styles of past decades. We can talk about how a historian or archivist could do some detective work to try to find out more about who these unidentified women are. We could even talk about the preservation of historic images, and the process used to create a tintype.

Using a strategy like VTS gets people to start noticing details and interpreting what is going on in an image. Students begin to understand how other people might have a completely different understanding of what is going on in an image than they did. I always try to pair appropriate images to any lesson I’m teaching so that students start to exercise their history detective muscles. It can spark an interest in students of all ages.

In the archaeology lab, we’ve recently had a lot of bags, boxes, and artifacts on the tables. These artifacts are from the site of the first Fort Berthold (32ML2, Fort Berthold I).

Fort Berthold I was a trading post located on the north side of Like-A-Fishhook Village (for more on Like-A-Fishhook, see previous posts at blog.statemuseum.nd.gov/blog/adventures-archaeology-collections-fishhook-village and blog.statemuseum.nd.gov/blog/adventures-archaeology-collections-fishhook-village-part-ii). This trading post was built around 1845 and was used until the early 1860s. This site, like the adjacent village of Like-A-Fishhook, was flooded by the Garrison Dam and was partially excavated by archaeologists in the 1950s as part of the River Basin Surveys. The site is now under Lake Sakakawea.

David Nix, one of our volunteers, has just finished photographing more than 1,700 artifacts from Fort Berthold I. We are now busy working with other volunteers (special thanks to Sandra, Mavis, Mary, and Gary) to transfer the artifacts from brown paper bags and bubble wrap into acid-free, archival storage materials.

Work in progress: sorting artifacts out of old non-archival storage materials

Repackaged boxes of artifacts

It is exciting to see some artifacts that are not common in the archaeology collections. North Dakota does not have a climate that preserves materials like plants, wood, or leather very well. But a few of those materials do survive in this collection!

There are shoes, shoes, and more shoes—as well as boots and overshoes—in parts, pieces, and even nearly complete examples. They come in many different shapes and sizes.

A small selection of the footwear from Fort Berthold I (12711.3, 1285, 1345-1346, 1427, 1745-1746, &1828, photos by David Nix– edited SHSND)

It is far more normal to see belt buckles by themselves in North Dakota’s archaeology collections than buckles with leather belts still attached.

Metal buckles are not uncommon in the archaeology collections, though not all are as fancy as this military buckle plate (12711.1541, photo by David Nix– edited SHSND)

A buckle with part of the leather belt still attached (12711.836, photo by David Nix– edited SHSND)

Two felt caps with decorative fringe are really interesting.

Felt caps (12711.251 & 761, photos by David Nix – edited SHSND)

A carefully braided fragment of delicate sweetgrass is also in the collection.

Braided sweetgrass (12711.612)

Here is part of a sewn birch bark object—you can see the holes where this piece was stitched.

Sewn birch bark (12711.1366, photo by David Nix– edited SHSND)

There are other canteen stoppers in the archaeology collections, but this is the first canteen stopper that I have seen with the cork still attached.

A canteen cork (12711.152, photo by David Nix– edited SHSND)

Less fragile, but not less interesting, is a flute made from a gun barrel. This is one of my favorite objects from Fort Berthold I. I wonder who made this and what kind of story is behind it. There is no mouth piece with it now. Did it ever have one? Was this a toy or a real instrument? If it was a real instrument, what did it sound like?

Gun barrel flute (12711.300)