It is not uncommon for film directors and video game designers to put Easter eggs into their movies and games. No, I am not talking about literal Easter eggs, but rather hidden references to other films or aspects of pop culture—for instance, the alien from “E.T. the Extra-Terrestrial” appeared in “Star Wars: Episode I-The Phantom Menace.” Some people actively hunt these hidden treasures. You can often find videos on YouTube with a clickbait image that claims to reveal all the Easter eggs in a given movie. These videos usually have a screenshot from the film with a red circle around some aspect of the background and a title that reads “25 things you missed.” Historical photos can also have Easter eggs, although these are not intentional. These details can change how we view the image and give us a better context for telling these stories. Here are some I found while working on interpretive panels for Chimney Park at the Chateau de Morès State Historic Site in Medora.

Here I have inserted my own clickbait thumbnail like you might find on YouTube. There really is more to this photo than meets the eye. For instance, the Marquis de Morès was photoshopped out of the image. Look closely and you can still see the toe of his boot and shadow. The horse is even missing an ear. Since the photo was altered, the image was removed from our digital collections.

One of the interpretive themes at the Chateau is the Marquis de Morès’ dream of creating a cattle empire. Staff at the historic site talk about his desire to change the system for transporting beef from shipping live cattle to slaughterhouses in Chicago to shipping dressed beeves (the flesh of a cow or bull) to East Coast markets using refrigeration. While his was not the first enterprise to use refrigerated rail cars to transport dressed beeves, the scale of the Marquis’ plans were unprecedented.

A closer look at this image reveals the Marquis’ big dreams for his shipping operation. SHSND SA 00042-00188

The 1883 photo above shows the construction of the Marquis’ abattoir (slaughterhouse). We can see the main structure, with its icehouse under construction. A spur line runs between the two structures, bearing four of the Marquis’ new refrigerated rail cars. It is easy to focus on the construction and miss what, in my opinion, is the most crucial part of the photo. I know I did.

If you zoom in on a high-resolution scan of the photo, as I have below, you can read the words on the side of the rail cars. They are still a bit difficult to make out, but the places they plan to deliver to are listed, from to Duluth, Minnesota, to the West Coast, as well as the products they plan to deliver, including beef, beer, and vegetables. (You can view the full list of items and places advertised on these rail cars at the detail page here.)

Fresh meat, butter, fish, and beer were among the perishable products the Marquis planned to ship on his refrigerated rail cars. SHSND SA 00042-00188

Why is this important?  It shows just how big the Marquis dreamed. He had not even finished building all the infrastructure his company needed and already was listing places he would deliver to and goods he would carry. It would be like listing all the stores that will carry your new product before finishing the factory. We know now that the Marquis would not actually accomplish most of this vision, but it does show his ambition, confidence, and the sheer size of his dream. It also shapes how we at the State Historical Society share that story with visitors.

During my research, I’ve also discovered that the public at the time was fascinated with the meatpacking industry. A dark, macabre sense of humor was often displayed by the workers and companies involved in these processes. Armour & Co. produced a postcard featuring a hog wheel (used to lift live hogs to the conveyor belt system) with the slogan: “Round goes the wheel to the music of the squeal.” The Marquis’ abattoir was not immune to this dark humor, and the Easter egg proves that point. Take a close look at this photo below. What do you see?

Another interesting tidbit in this image is the pistol hanging from the belt of one of the men. I will need to further investigate. SHSND SA 00042-00150

Most people will say they see a group of workers holding tools posed on the abattoir’s loading dock. But look closer, and you can spot one man resting his foot on the decapitated head of a butchered cow as if he was a big game hunter.

Finally, I want to share one of my favorite Chateau Easter eggs. The worst position for a servant at the Chateau was to be the chambermaid. The Marquis and Marquise had exclusive use of the one indoor bathroom at the Chateau. Servants and guests used chamber pots, and the chambermaid was responsible for cleaning these every day. It would be inefficient for her to carry each pot downstairs to dispose of the contents. Instead, the chambermaid would empty the contents into a bucket. The chambermaid would not want to keep a bucket of foul-smelling waste sitting where it could affect the guest quarters’ air quality while she finished cleaning the 10 upstairs bedrooms. So, she would place the bucket outside a window on the roof until she needed it for the next pot. Knowing that, take a look at this iconic photo below of the Marquis, the Marquise, and their hunting party ready to go out on a hunt.

Getting ready for a big hunt at the Chateau de Morès, circa mid-1880s. SHSND SA 00042-00191

Can you spot it?

I recommend taking some time to explore the images on Photobook. Who knows what Easter eggs you might find? Happy hunting.

When I first started with the State Historical Society of North Dakota, one of the tasks given to me was connecting the Chateau de Mores to North Dakota Studies, an online resource for students, teachers, and lifelong learners that explores our state’s people, places, events and fascinating history. It was an assignment that never made much sense to me. Good interpretive programs highlight a resource, whether it is a tree, a historic house, artifact, or just the site itself. My assignment was making North Dakota Studies the resource when it should be the Chateau. It was emphasizing the wrong thing. So what was the fix? It seems simple; we needed to make the sites a resource for North Dakota Studies. It needed to be something that helped teachers and connected to themes found within the North Dakota Studies curriculum. While this task has many obstacles, the solution has us excited.

Currently, our sites serve teachers as a field trip destination. Unfortunately, history does not always happen in convenient locations. Some sites are remote, and while we can serve students who live close to the site, what about those who don’t?

Photo of Fort Totten Site Supervisor Kyle Nelson teaching a session on archery as part of the Whitestone Hill Education Day.

In a past blog, I mentioned that we were developing virtual field trips at sites. It is a good idea. How else will we get students from Abercrombie to experience a site like Fort Buford on the opposite side of the state? Plus, without the travel requirement, students can participate in several of these programs with different sites across the state. But there are problems to be solved. The biggest holdup is the limited internet at sites. It is not much of a field trip if all you can see is the office area. You want to be able to go into the underground capsule at Oscar-Zero Missile Alert Facility at the Ronald Reagan Minuteman Missile State Historic Site. Plus, not all the buildings are heated. I once did a Facebook Live video from inside the Chateau in the middle of winter. I was shivering by the end.

Missouri-Yellowstone Confluence Interpretive Center Site Supervisor Joseph Garcia leads a group of students through a hands-on activity focusing on how biologists learn about bird habitats from catching birds. This program was part of the Project WET education day held at the site.

With the problems identified, what is the solution? While we still want to host virtual field trips eventually, right now we could look at a different kind of virtual offering. Currently, sites are working on a program that we call Ask-an-Expert. We are fortunate to have staff that is passionate about their site. They read books and articles and use downtime to conduct research. Some have even translated books from other languages to learn more about an aspect of their site. Allowing students to ask these experts questions could be a powerful interaction for the classroom. There is a genuine cool factor in getting to speak to an expert, and it always seems to carry more weight. Sure, I could teach a class about space, but it would mean so much more coming from an astronaut.

Here is how it would ideally work. Our sites have produced a list of themes related to their sites that tie into the North Dakota Studies curriculum. Teachers can use this list to select a site that fits what they are covering in class. After making a reservation with our site staff, the teacher will introduce the topic to the class. The students craft their questions, and the teacher sends them in advance to the site staff. Having the questions will allow the site staff to pull together resources such as photos, videos, and artifacts that they can use to answer these questions. It also guarantees that students will have questions to ask. On the day of the meeting, students get to ask their questions to the site staff who answer them using their knowledge, historical accounts, and the resources gathered.

Screenshot from one of the Chateau de Mores Facebook Live videos, but a great example of how an Ask-an-Expert program would look to students.

We are excited by the potential of this program. We have done a few test runs so far, and the results were fantastic. One of the most impressive things was that in the first wave of questions, we would often see basic things asked, but while they were getting those answers, the teacher was writing down questions that were coming up during the responses. This second wave of questions, when asked, often showed some historical analysis that was happening in the minds of the students. They were thinking critically about what they are hearing. A program like this encourages students to think about causality (Why did we need to spread out the launch control facilities in the missile field?) and conflicting accounts (Did the Marquis de Morès kill Riley Luffsey?). We want sites to inspire critical thinking, and this program helps achieve that goal.

We originally planned to do a beta test of this program this past spring, but COVID-19 changed that. We are looking to try a beta test this fall and roll it out in full this winter. We hope to work out any issues and get feedback from teachers. While there may be a fee for this program in the future, participating in the beta will be free of charge. If you teach North Dakota Studies and are willing to give this program a try, please feel free to reach out to me, and I will help connect you to our experts.

Disclaimer: No antiques or artifacts were harmed in the making of this project.

When I am not working at my job of helping our amazing state historic sites, I like to spend my time engaging in my hobby of painting. I don’t paint on canvas, nor do I consider myself an artist. I build and paint models, miniatures, and dioramas. It is a challenging hobby where you attempt to paint a chunk of plastic, metal, or resin to make it appear as a realistic representation of an actual item or person. Occasionally, I even get the opportunity to apply my hobby skills to my job. If you follow the 1883 Stutsman County Courthouse Facebook page, you might recall a post about my repainting the label on a Burrow’s Adding Machine that is part of the new civics exhibit. I also painted the handle on some surveyor’s tape and the finial on a couple of flag poles. My colleague and fellow Historic Sites Manager Rob Hanna had one more challenge for me. One of the pieces he purchased for the Stutsman Courthouse civics exhibit was a double inkwell. When it came in the mail, it did not look that great. It was shiny, full of flashing (remnants of the casting process) and some of the detail was missing. While the flashing was easy to remove with a metal file, adding a patina to it would require some thought.

This is the inkwell after the flashing is removed and before weathering.

When trying to paint a part of a miniature that represents metal, there are two techniques used: true metallic metal (TMM) and non-metallic metal (NMM). TMM is when you use a paint that has metallic flake in it. Thanks to the flake in the paint, it has a reflective look that mimics metal. It tends to be an easier technique to learn. NMM is using paint that lacks the metallic flake, so the painter has to create gradients, shading, and highlights with multiple thin layers that create the illusion of reflective metal. It can be a hard concept to wrap your mind around.

The knight is an example of TMM, and the thief is an example of NMM. Photo from the Bird with a Brush blog.

I bring up these techniques to explain what comes next. A couple of years ago, I learned a new recipe to add shading to my TMM painting. It is about creating a wash---paint thinned down to a watery consistency and painted over the figure to pool in the cracks and crevices---and then using it to weather the metal to make it look old and used. To make my wash, I am using several different paints that each have a specific purpose. Blue liner is the main ingredient in this recipe. Painters use liner paints to separate different colors on a model and have a specific consistency that fits that purpose.

For this recipe, the blue and brown liners add color to wash. I need to add a metallic paint to mix to help maintain the appearance of metal. I tried to find one in my collection that would match the metal of the inkwell, and I settled on polished silver. The last component is a gloss varnish that is an acrylic resin. Once the wash dries, it strengthens it so that it can stand up to cleaning and helps preserve the luminosity of the metal. Once I have these paints mixed, I add drops of water until the paint has the right consistency.

If you look at the lip of the pallet, you can see how the paint flowing back into the well is thin and translucent. That is the consistency that I want.

With my wash complete, I did a simple test to see how it would work on the inkwell. I chose a spot that was small and hidden away on the back of the inkwell. I applied the wash on a section, and then used a paper towel to wipe off the excess. What is left behind is a shaded metal where the raised portions pop out from the darker crevices.

I tested a section on the back of the inkwell.

After the success of the test, I began applying the process on the rest of the inkwell. I started at the bottom and worked my way to the top.

I applied the wash in small sections. Using a large brush, I slopped it on as I tried to make sure that if filled all the cracks and crevices.

I then used a paper towel to wipe the wash off the raised areas.

I continued this around the entire inkwell. Most places required two coats. In areas where I wanted to emphasize the shadow, I would wipe off less of the wash.

In-progress photo where you can see that the base of the inkwell now has a slight blueish tone, and the details stand out better than the upper parts of the inkwell.

Completed progress on the inkwell.

Overall, I am thrilled with how this turned out. If you want to get a closer look at this inkwell, you can find it amongst the other beautiful items in the new civics exhibit at the Stutsman County Courthouse.

I have always been a storyteller. My notebooks from school contained bits of stories or skits, things I found amusing, or ideas that would not leave my head until I had them down on paper. I still carry a notebook for that reason. My love of storytelling was a part of what made me an engaging teacher. Like a good story, I had to hook my audience. Right now, my focus is on field trips and how we can create a memorable experience. Students are not going to remember all of the facts that you try to cram into a visit, but they will remember an activity or experience they can’t do anywhere else. Some sites come with a built-in hook. The Ronald Reagan Minuteman Missile State Historic Site is a great example. Where else can you go 50 feet underground and see the keys that could start a nuclear apocalypse? That is my hook. Once hooked, we can dive deeper into the history, stories, and people. But just like fishing, you often need more than one lure, and that is what our sites are currently developing.

Several of our sites are currently working on revamping what happens on a field trip. We want to move past the formula of watch this video, follow these rules, and complete this worksheet disguised as a scavenger hunt. These sites are developing hands-on activities and programs to engage students. Up at Pembina, they are working on creating a game that simulates the fur trade. It is still in development, but once completed, it should make for a great learning experience. The Ronald Reagan Minuteman Missile State Historic Site is developing new educational days where students can learn about rockets and UAVs (drones).

Site Supervisor Jeff Blanchard shows off some of the props collected for Pembina State Museum's fur trading activity to Sites Manager Rob Hanna.

Programs are not the only solution. Take all of the new changes coming to the Stutsman County Courthouse. A hands-on exhibit that teaches about civics and the role of elected government officials people tend to vote for while not know what the position even does is a fantastic learning tool I wished existed when I was teaching government. This highly original new exhibit has the potential to reach kids outside of a historical context. We added LED lighting to show off the marvelous mechanisms of these magnificent machines and inspire the mechanically minded student. The history may not hook them, but the engineering might. I have the pleasure of touching up the paint on the courthouse's new 1908 Burrows Adding machine. I am not going to lie. I could have finished it in a day, but I am taking my time so that it can spend more time on my desk. It is that cool.

Art fabricator Jonah Eslinger designed and installed LEDs into a typewriter for the new civics exhibit at Stutsman County Courthouse.

But not every school is going to be able to travel to all of our sites. The Chateau de Mores is most likely never going to give a field trip to students in Fargo. We need to address that. For the past few months, we have been working on developing a new program we are calling Ask-an-Expert. Using Skype, our fantastic content experts at the sites will be able to engage with classes across the state. The idea is simple. Our sites have created a list of topics that connect their site themes with the content covered in North Dakota Studies. Teachers can introduce the content to their students, have them think up questions, and then as a class call-in and have students ask their questions to experts. It is still in development, but we have run a few tests, and we were excited to see students engaging in historical thinking. In the next month or so, we hope to have some more information for teachers on how they can take part in testing this program out with us. We are excited by the potential and the possibility of expanding our offering and working towards adding full-fledged virtual field trips of sites.

Field trips allow students to see the concepts that they are learning in school in action. For some students, it may be the first time that they experience a museum, historic site, science center, or wiring closet. (Yes, I took several field trips to check out wiring closets.) We have an excellent opportunity to create lifelong museum-goers. All we need to dangle the hook and see what bites.

When I taught school, it was part of my first-day routine to ask my students if any of them liked history. The complete lack of raised hands taught me that there was no point in asking. I was working at a private boarding school with students from all over the country, and not even one of them liked history or was at least willing to admit it.

If you had asked me in high school, I would not have raised my hand either. I was in college when I discovered my love of history. What changed? The presentation.

When it comes to middle and high school history, there is an emphasis on rote memorization and the regurgitation of facts. I understand why. Teachers have a set of standards they are supposed to achieve and not a lot of time to reach them. To accomplish these goals, teachers must omit chunks of history like the entire Gilded Age. (According to state standards, nobody needs to know about the Gilded Age — unless you end up managing the Chateau de Mores.) The syllabus for my world history class included the impressive statement that we would cover 40,000 years of history in 36 weeks. This was like taking a 700-page book and adapting it to a 90-minute film. At best, you are only scratching the surface of the story.

History is a social science, or as I would tell my students, it is a skill set. It is about looking at sources and developing your interpretation about what happened. When you focus on the skills and the analysis rather than striving to check items off a list, then you can dive into the parts of history that are fascinating, mind-blowing, or odd. The elements of history that make the topic fun. If you have ever seen a student’s reaction to learning that England and Spain went to war over an ear, then you know what I mean.

State historic sites can have the same presentation problem. There is not enough time to cram in all the fascinating information that staff have spent countless hours researching into a short visit. Staff can suffer from a mindset that we have to tell you everything, or we are not doing our jobs. While lots of accurate information, facts, and stories will fascinate some visitors, for others, too much information is not a compelling experience.

Who do you think is more likely to go to a museum, young adults or senior citizens? The answer seems obvious, and most would assume that museums are for the older generation and don’t fit the lifestyle of the tech-savvy younger generations. But according to a 2018 study conducted by Wilkening Consulting, young adults are 50 percent more likely to visit a museum than older adults.¹ There are several reasons for this, but a leading reason is that they visited a museum or site as a kid and had a memorable experience.

Part of my job as state historic sites manager is trying to figure out what makes a memorable experience. It is a difficult task as there is no magic formula. There are a multitude of ways that people experience a site. From the moment a visitor pulls into a site, they are already experiencing it. Some issues are easy to address, such as making sure that the site is well maintained and that the staff is friendly and knowledgeable. The tricky part is when you try to take it to the next level. Our Hands-on History program is adding opportunities for visitors to touch, try, experiment, and play with historical items, clothes, and games. We are also looking at new technology such as augmented reality and smart speakers and how we can leverage that technology to create new and exciting ways to interact with our sites and exhibits.

And sometimes it is just about finding what makes a site cool. My nephew got to visit the Ronald Reagan Minuteman Missile State Historic Site with me as part of the 10th anniversary as a state historic site this summer. After getting to go 50 feet underground and seeing the art on the walls, he insisted on buying a t-shirt, and wore it almost every day he was at the family lake cabin and on the first day of school. Why? So that people would ask him about it, and he could share the story of his memorable experience.

Last summer the Chateau de Mores State Historic Site had the pleasure of welcoming Quinn Rick from Dordt College (Sioux Center, Iowa) as an intern. As part of this internship, Quinn’s supervising professor, Dr. Paul Fessler, made a trip to Medora to check in on him. Our work with Quinn impressed Dr. Fessler, and he told Quinn that not many interns are so lucky. Our success with Quinn has to do with my philosophy on what an internship is. It is a pretty simple philosophy: an internship is a learning experience.

Chateau Intern Quinn Rick working on ammunitions exhibit case.

It is all too common for companies or organizations to look at an intern as free labor or grunt labor. Interns fetch coffee and tackle the tasks that nobody else wants—the idea of “paying one’s dues.” The truth is that internships are about learning how to do a job. My background is in education. To me, my time student teaching was my internship. One of the best things that my cooperating teacher ever did for me was to hand the reins of the class over to me. I had done observation with him, and he wanted me to have the experience of teaching the class. On the first day, he introduced himself and then turned the class over to me. For the next 16 weeks, I was the teacher. I will always credit this experience with my classroom success.

I wanted to give Quinn that same experience. I tried to train him to take my job.¹ My job does not require me to fetch coffee for anyone, so I was not going to ask him to fetch coffee. I do clean the bathrooms and take out the trash in Chimney Park, and Quinn got to spend some time working with me on that. As we schlepped bags of refuse to the dumpster, I told Quinn that this was my site. How it looks and how visitors experience it is on me.

Quinn's work table

But unlike my cooperating teacher, I could not just throw Quinn the keys and say, “It’s your site now, I will be back in September for it.” There are some things that he was not ready to handle on his own, but I did not shy away from teaching him these tasks. Instead of having him fill out the daily deposits and purchase orders, I went through them with him. I included him in meaningful conversations about site management and had him sit in on meetings. He went with me to a city council meeting and talked to me about how we handle all the difficult parts of the job.

I have always been a jack-of-all-trades, and it means that I do a little bit of everything around the site. For that reason, Quinn did too. He gave tours of the Chateau, helped with inventory in the store, covered lunch breaks, and worked on other projects. Quinn helped with public relations and helped with the creation of Augmented Reality experiences in the gallery. He got to see other sites like the Former Governors’ Mansion State Historic Site, the North Dakota Heritage Center & State Museum, and the Billings County Museum. At each of these places, he got to talk to the folks who work there. They discussed the challenges facing their sites and the work that they do to overcome them.

Ammunitions exhibit case at the start of the season (left) and end of the project (right)

We wanted Quinn to leave here with an experience that he could put on his resume that was truly impressive. His big assignment was the reorganization of an ammunitions exhibit case that we have not opened in decades. He had to catalog the items, document his process, make decisions on what steps he needed to take to update the exhibit, and write up artifact labels. For this project, we also sent Quinn to Bismarck to work with Jenny Yearous, State Historical Society curator of collections. She taught him about various preservation techniques and how to handle artifacts properly. He worked with Genia Hesser, curator of exhibits, on solutions for making the case better. Quinn identified and organized the artifacts in the cabinet by category, removed excess artifacts, and created a list of needed labels to be printed. After putting his new skills to use, Quinn made the exhibit case look great, and we are proud of all his hard work.

Quinn and Interpreter Jesse Whumaker work together to open the ammunitions exhibit case

In the ten weeks that Quinn was with us, we threw a lot of stuff at him, and he handled it well. He was a valuable member of our team last summer. As our site moves forward, I hope to see us offer more internship opportunities. There are many projects that the staff and I want to get done out here. We are continually striving to have the best site. We have some pretty ambitious goals, and they are going to create some great opportunities for future interns. If you or someone you know is interested in interning at the Chateau de Mores, feel free to contact me at cdorfschmidt@nd.gov for more information.

¹ This post was written when Chris Dorfschmidt was Site Supervisor at the Chateau de Mores State Historic Site. On April 1, 2019, Chris became a Historic Sites Regional Manager for the State Historical Society. He currently oversees staff and operations at the Chateau de Mores State Historic Site, as well as various other sites across North Dakota.