If you remember my previous posts about the SEND program (http://blog.statemuseum.nd.gov/blog/please-dont-eat-artifacts), then you know we have educational trunks that provide history-related objects and information to classrooms throughout the state. Students can touch real things that represent and interpret the history they are learning about. Of the trunk topics we have available, the Fur Trade trunk is always one of the most popular. It is packed with interesting objects that reveal what the world was like when Europeans and Native Americans first engaged in commercial activity together. Just one object can be used to teach a multitude of concepts. For example, this is a leg-hold trap from the trunk:

Leg-hold, spring trap from the Fur Trade SEND trunk

The jaws are welded shut so people of all ages can safely handle the object. It is made of steel and is about 27.5” long, including the chain. The long spring on each side of the jaws (as opposed to coil springs) makes it a double, long-spring trap. There is also a round pan with a maker’s mark on it.

Close up photograph of the trap pan displaying the manufacturer’s logo

The pan gives us a lot more information to think about. It is stamped: Oneida Victor 1, Made in U.S., Reg. U.S. Pat of Animal Trap Co. Lititz, PA. There is also a large, noticeable “V” cut into the steel pan. An internet search for the term “Oneida Victor” reveals that the Oneida silverware company traces its roots back to a religious commune in New York that owned several enterprises over the years, including a company that was once the leading manufacturer of game traps.¹

What other discussions can this object spark? If we are working with a group of students in a classroom, I would expect a lot of students to have questions about what trapping is. Some students might have first-hand experience with trapping, especially if they live on a farm or their family hunts and fishes. This object might generate a conversation about the ethics of hunting, fishing, and trapping, especially with an adult audience. It would be good for the person leading the discussion to have an understanding of the history of trapping and changes in best practices and standards that the trapping community has developed in response to changing viewpoints on hunting and trapping ethics.

This also opens up a lot of opportunities to talk about and study science, technology, engineering, and math (STEM) topics in relation to land and resource management. Students could be presented with a real life problem: develop a beaver management plan in an urban area. They would need to figure out the range of modern beaver habitat (they can be found in forty-nine states). Students would need to figure out how many beavers the local ecosystem can support, how many are estimated to be living there, and what the best options are for population control. This will also raise some interesting issues for the students including how to coordinate their efforts and how to educate the public about an often controversial issue. What a great example of project-based learning connecting current events to real history—bringing history to the classroom in a relevant way!

Minnesota History. “MHS Collections: Society Collects Animal Traps.” Winter (1972): 146-148, accessed September 2, 2015. http://collections.mnhs.org/MNHistoryMagazine/articles/43/v43i04p146-148.pdf.

Documenting, conserving, preserving, and protecting peoples’ stories are at the heart of historic preservation. Some ways to do this are through written and photographic documentation, recording oral histories, and saving historic buildings/structures and archaeological sites. Oftentimes, you will hear us refer to these things as “cultural resources.”

My job as an archaeologist exists because of a law passed by Congress in 1966 called the National Historic Preservation Act (16 USC 470).  In part it reads, “The preservation of our irreplaceable heritage is in the public interest so that its vital legacy of cultural, educational, aesthetic, inspirational, economic, and energy benefits will be maintained and enriched for future generations of Americans.” It created the Advisory Council on Historic Preservation, State Historic Preservation Offices, the National Register of Historic Places, and the National Historic Landmark Program.

Each state has a State Historic Preservation Office (SHPO). The North Dakota SHPO is located in the lower level of the Heritage Center in Bismarck. Our office serves a variety of functions, including developing and maintaining a statewide program—based on state and local needs—that supports and promotes historic preservation. This involves planning to meet challenges unique to our state; advocating for historic preservation policy at state and local levels; and empowering communities, organizations and citizens to action.

Some activities of the North Dakota SHPO:

We are the repository for the documentation of recorded historical and archaeological sites in North Dakota. Part of my job is processing the paper and digital records of these sites. Currently, there are nearly 70,000 site forms on file. The SHPO staff, federal agencies, state agencies, tribal governments, and specialists utilize these records daily.

Section 106 of the National Historic Preservation Act requires federal agencies to consider the impact that federally funded or permitted projects will have on cultural resources. At the SHPO, we advise and assist federal agencies in this process, review project design plans, identify cultural resources, and assess and resolve determinations of adverse effect. This process gives a local voice to the federal planning and decision-making process.

The Certified Local Government (CLG) program provides for a voluntary, formal partnership between the local, state and federal governments which establishes a commitment to historic preservation. North Dakota has seven CLGs: Buffalo, Devils Lake, Dickinson, Fargo, Grand Forks, Pembina County, and Walsh County.

Income tax credits encourage private sector investment in the rehabilitation and reuse of historic buildings. The program allows the owner of a certified historic structure to receive 20% of the amount spent on qualified rehabilitation costs as a direct, federal income-tax credit. We review program applications to ensure the work complies with the Secretary of Interior’s Standards.

The National Register of Historic Places (NRHP) recognizes cultural resources that are considered important in the past and worthy of preservation. We write and solicit nominations to the NRHP. Listing in the NRHP puts no restriction upon a private property owner, who may alter or dispose of their property in any way they wish without any prior approvals. Listing in the NRHP does help protect cultural resources from potentially harmful federal actions.

Alan & Gail Lynch at the Lynch Knife River Flint Quarry National Historic Landmark dedication.
Photo courtesy of the North Dakota SHPO

Awareness and application of historic preservation programs enhance our community identity, increase economic development, and provide a local voice in federal undertakings. We are planning events in 2016 to celebrate the 50^th anniversary of the National Historic Preservation Act. We hope you will join us.

See preservation50.org for events across the United States.

Guest Blogger: Amy Bleier

Amy Bleier is a Research Archaeologist in the Archaeology and Historic Preservation Division. One of Amy’s tasks is to assist with the production of the North Dakota Archaeology Awareness poster.