Imagine the exhilaration of landing your dream job at one of the leading institutions in your profession. Then, the less exciting tasks of selling your current home, saying goodbye to your award-winning team, and relocating to the other end of the country for your new job on an award-winning team. Throw in the additional excitement of settling into your routine in a new state, purchasing a new home, learning all about your role and the complex organization you now lead. Just think of the exciting new challenges – learning about your coworkers, getting to know how the organization functions, the kinds of things it does, the people it reaches, and of the amazing places you will go. It’s like the first day at an exciting new school, or that first day of college!

Bill Peterson, State Historical Society of North Dakota Director

Now imagine doing all of that in the middle of the current pandemic. Saying goodbye to the old team was sad. Instead of an emotional hug over a cold beer with people you loved, mentored, and wielded the mighty sword of history with, it was online. It should have been battle-scarred history warriors enjoying a celebratory victory lap with cheers, back slaps, and grandiose tales of unimaginable valor. But it was something else. We still nailed it—we laughed, we cried, we said our goodbyes, and gave our well wishes. But the whole thing was dimmed by COVID-19 virtuality and the flatness of Zoom. We didn’t get fist bumps, and we will never get to have those hugs. Historians will never look fondly upon those pictures. I will never reminisce over those photos of treasured friends and colleagues in our final moments together because they don’t exist.

Fast forward to the first day of that amazing new job. I still rely a great deal on what I can observe. On those first days at the ND Heritage Center, I saw nothing really. There were no people working here, and there were no visitors. It was a modern, post-apocalyptical ghost town. I did observe just how clean and secure the Heritage Center was though. If civilizations from alien worlds were observing us in those days in early June, they would have watched custodial teams cleaning the building to a spotless perfection and the security teams constantly monitoring cameras and installing body temperature scanning systems in the hope of future visitors. The word “eerie” comes to mind.

Custodian Josh Masser mopping the terrazzo floor of the Northern Lights Atrium.

The ND Heritage Center & State Museum reopened to the public June 22. My first official day, after spending weeks with outgoing director Claudia Berg, was July 1. I was able to meet more and more of the staff as they came in from their remote locations to pick up work or to drop off something. They were a bit like science fictional scouts or prospectors returning to the ship for supplies and immediately heading back out to the frontier. Some staff are now back in the building full-time, but there are still team members I have yet to meet in person who are continuing to telecommute. Learning everyone’s name was a challenge for me. I had to work at it. And now, it was all for nothing. Bank robbers wear masks for a reason—they work. I am almost back to square one with learning the names behind the masks.

These first months have taught me just how much I have to learn about North Dakota. Nothing is quite as good at reminding me of my intellectual inadequacies as the bookshelf in my new office. It is quite the bully at 16 feet long by 6 feet tall. I have never had a problem filling a professional bookshelf or case with more than enough materials to impress your average professional. I read. A lot. Yet the hulking, half-full bookshelf mocks me. Constantly lurking behind me, growling sinisterly in my ear in its Stephen King- inspired voice, “I’M NOT FULL! Why am I not sagging beneath of the weight of North Dakota knowledge containers?” The bully never stops. It’s sulking hungrily behind me as I write.

I think I just heard the bookcase say, “FEED ME."

In late July and early August, I traveled to our various historic sites to meet the rest of the teams. They opened to the public as planned on Memorial Day weekend. On these trips, I learned so much and met some of the best history professionals imaginable. We manage some of the most amazing history sites in all the land. I learned another thing about the State Historical Society of North Dakota on those trips too. We love to mow grass. I think we mow the whole state. I am told people love us for this. The grass selfishly kept right on growing during the whole summer. Maybe it is a bit of a bully, too.

Grass, the bully at Fort Buford State Historic Site.

Grass, the bully at the Chateau de Morés State Historic Site.

The green bully at Welk Homestead State Historic Site.

It’s been challenging, but I am learning. This is an amazing institution, staffed by an incredible team of professionals. They are doing great work despite the challenges of COVID-19. I am overjoyed to be here and looking forward to all of the amazing places we will go together. I still can’t see a lot of how things are getting done, but I see the great results.

I know a lot of people have been severely damaged and lost loved ones to COVID-19. Through it all I have been very fortunate, and I am grateful that my wife, Susan, and I have fared so well while so many have struggled. We are delighted to be in North Dakota. If I haven’t met you yet, I look forward to making your acquaintance soon. When you feel comfortable coming to the building, stop in and say hello. To guarantee safe passage, I would bring a book to feed the monster in my office.

This might be one of the most frequently visited questions in my household. Some examples: Why did Germans support Hitler when he was so terrible? Why did humans enslave other humans? Why did George Washington believe that bloodletting would get rid of his sore throat (it killed him)? Why were some women anti-suffrage? How was child labor justified during the Industrial Revolution? Why do fools fall in love?

There are many curious minds in my household, including a wide range in the ages of our kids and young adults. Despite (or because?) of this broad span of perspective, these “why” questions come up a lot.

When they do, the easiest solution is to check my phone; but the easiest solution might not be the best. There are fascinating videos online about the algorithms Google and other search engines use to produce top results when you ask “Hey, Google” or “Alexa. …” But--are the top results accurate? Paid for? Unbiased? Politicized? Do Google results tell you correct answers?

In addition to questions of the reliability of search engine results, it is easy to get lost in a rabbit hole of responses, chats, debates and “expert” answers online without ever coming up with a solid answer.

As an archivist and lifelong learner of history, I am especially grateful during those “why” times that archives, libraries and museums exist. Because of the work of these fields and members of the public who contribute to them, we have access to answers to some of our most burning “why” questions.

Archives (and other cultural heritage institutions) and their supporters are a partnership: Archives could not preserve and provide access to human history without members of the public who see the current and future value in the movies, photos, book, documents and artifacts they donate to public institutions. Simply put, private archives would not exist without donations of important historic materials from their constituents.

The more we save, the more data we will have to interpret in the future. We will have a greater firsthand spectrum of the human experience and reasons for why people did that. If we rely only on published sources to tell our stories, we might miss out on the unique perspectives and voices that make us interesting as a species. Like anything else, published sources are a product of their times, and are written through the socio-political lens of writers and editors, biases and all. Firsthand accounts can provide raw data that can be analyzed and interpreted across time and cultures.

I’m not sure whether other generations anticipated these “why” questions. Based on the records they preserved, I think that many did.

I often wonder how future generations will view our time. In this “information age” there will likely be a ton of information for them to sift through. However, as in the case of search engine results, quantity does not always equal quality: How much of the available information will be by the people who lived it? If my great-grandchildren ask how we felt during COVID-19, what it was like to go to fourth grade during a pandemic, or why wearing masks was politicized, will they get their answers from a news site (which we know often report differently based on political affiliation)? Will they read comment threads on Facebook? Will they watch news clips of the various responses of political leaders?

Maybe it’s my bias, but my hope is that future generations will have access to read/hear/watch the voices of the many who experience an event like COVID-19 firsthand. The best way to do that is to start documenting daily experiences, even if they seem trivial or mundane. It is the experiences of daily life that future generations will relish for their authenticity and rely on to answer their own “why” questions, whatever they may be.

I think there is a misconception that you have to be a George Washington to be preserved in archives. This couldn’t be further from the truth. This idea prevents people from documenting their lives and experiences, which are the building blocks of history, the keys to understanding life and events of the past. The more voices that are available, the better understanding that future generations have of our time. I’ve included two examples below of materials that could be collected by the State Archives: records that my family kept during COVID-19 and a collection of newspaper clippings about the coronavirus pandemic that were collected and donated to the Archives by a North Dakota resident.

Coronavirus pandemic-related news clippings from a variety of sources that will be a resource for future researchers about North Dakota history (MSS 11450).

My family’s schedule for our 9-year-old son during the early stages of COVID-19 in North Dakota.

If you are interested in donating your stories related to COVID, please use this link. We all play a part in preserving today to answer the “why” questions of tomorrow.

An impossible ache runs deep when you hold an old document, a childhood toy, or a photograph and connect with its history. It might involve the thrill of finding an unmarked musty dusty box, coming across a long-forgotten love letter, or finding a black-and-white photograph of your hometown. Those moments cause you to pause and sigh with a satisfied “A-ha” as the lines blur between past and present. I’ve been fortunate to experience several of those twinklings in 2020 while working on an upcoming exhibit and new visitor tours. Here are three of my favorites.

1. Mystery Murals in a Hidden Box

Nothing gets a curator’s heart racing with glee like finding a mysterious box on a storage shelf. The large box was unmarked when a few Audience Engagement & Museum collections staff discovered it. What mysteries would lie within the box? Inside they found 30-some rolled strips of painted canvas with torn edges. As these 10-foot strips were unrolled, my collections team realized these pieces came from State Historical Society murals created as backdrops for 1930s natural history exhibits. Clell Gannon (1900-1962), a regionally known artist and historian, painted the canvases.

Clell Gannon lived an adventuresome life as a skilled artist, poet, historian, and creator of a charming stone home in Bismarck. You can view a few of his murals at the Burleigh County Courthouse. SHSND 00200-4x5-0402c

Part of this story remains a history mystery, but we think that Gannon’s North Dakota badlands landscape scenes hung in the Liberty Memorial Building on the Capitol Grounds (now the home of the State Library) until the North Dakota Heritage Center opened on the grounds in 1981. In 1980, the State Historical Society staff moved all museum collections from their space in the Liberty Memorial Building into the North Dakota Heritage Center. The unexplained history mystery evolves around “why” and “who” tore the 13’ x 10’ murals into long narrow strips and placed them in an unidentified box on a shelf.

Deer and antelope shared the exhibit platform in front of artist Clell Gannon’s painted mural at the former State Museum location in the Liberty Memorial Building. SHSND 00200-4x5-C-00402

We’re thrilled about discovering these fragile murals and are in the process of digitally bringing Gannon’s artwork back to life. In June, while the State Museum was closed due to COVID-19, we opened the box while we had daily access to sparkling clean and empty museum corridors. Our curators carefully unrolled each 90-year-old strip on long tables and gently brushed off areas of flaking paint. All the strips have deteriorated, but oh my, they are still beautiful. Gannon’s bison—blurred from peeling paint—represent a former generation of these majestic herds that continue to thrive in the badlands today.

David Newell, Jenny Yearous, and Lori Nohner of the Audience Engagement & Museum team unroll and prepare a section of a Clell Gannon mural for photographs.

Loose paint flecks are carefully removed from the panels by Jenny and Lori, one small brushstroke at a time.

New Media Specialist DeAnne Billings begins photographing two adjacent strips of a mural. Similar to a quilter, she’ll digitally stitch the pieces together to create two murals.

Over the next several months, DeAnne will be digitally “stitching” the sections of these two murals back together, like a careful repair of a beloved old quilt. Watch for our 2021 digital reveal of these artistic treasures.

Here’s a sneak peek at a few of Clell Gannon’s badlands bison on small section of a mural, painted about 90 years ago.

2. Peggy Lee’s Hidden Talent Trove
Like one of Grandma’s quilts tucked into a dusty attic trunk, famous Wimbledon native Peggy Lee’s fashion designing talents were hidden away. Familiar with Disney’s classic “Lady and the Tramp” film? Then you already know Peggy Lee’s trademark sultry purr. She’s the voice of both Siamese cats, Peg, and Darling. The talented Lee also composed and sang three of the movie’s memorable songs (“He’s a tramp, but I love him...”). Or you might know her from her many #1 Billboard hits such as “Fever.” What you might not be aware of is this North Dakota native’s lesser known artistic talent.

The “Lady and the Tramp” film (one of my all-time favorites!) showcases the multifaceted brilliance of Peggy Lee. She helped compose the score, sang songs, and was the voiceover of four characters including Peg. Did you know “Peg” was named in tribute to her? Credit: © Walt Disney Productions

Peggy Lee was considered a celebrity fashionista of her day, often appearing on stage in gorgeous form-fitting gowns. Over the years, I’ve wondered where she purchased her stunning wardrobe. Where does a North Dakota girl shop after she becomes internationally famous? Which designer’s label was her go-to?

While recently researching and writing about Peggy Lee for an upcoming fashion exhibit, I had an opportunity to speak with Lee’s granddaughter Holly Foster Wells. Of course, I had to ask about the gowns. Wells shared, “After she became famous, my grandmother used to sketch all of her gowns. She designed her gowns and had a seamstress who made clothes for her come to her house every day. She was very into fashion.”

From bathrobes to ball gowns, this Theodore Roosevelt Rough Rider Award winner designed most of her own stylish garments. I love learning another dimension to Peggy’s amazing talents—Grammy award-winning singer, composer, and actor by day, and talented clothing designer at night.

“Her wonderful talent should be studied by all vocalists; her regal presence is pure elegance and charm,” Frank Sinatra once said about Peggy Lee. You can view one of Peggy Lee’s early performance dresses in our Fashion & Function: North Dakota Style exhibit opening at the State Museum in Bismarck in January 2021.

3. Rumors of a Hidden Tunnel to Nowhere
About 20 steps from my office at the ND Heritage Center & State Museum is a non-descript, ivory metal door--always locked. Behind this door is a short tunnel, winding around a couple of turns and abruptly ending with a stark cement wall after 79 feet. So what’s the story behind this quirky hidden tunnel?

What’s behind this locked door at the North Dakota Heritage Center & State Museum?

As a high school student when the ND Heritage Center opened in 1981, I remember hearing rumors about a newly constructed tunnel system running underneath the State Capitol. As the rumor went, it was allegedly a secret emergency escape route for the governor. While “The Case of The Secret Escape Tunnel” might have caused Nancy Drew and her gal pals Bess and George to come running, alas, the rumor isn’t true. The real story, however, is a noteworthy piece of North Dakota government’s architectural planning history.

Here’s the scoop: This tiny tunnel was part of the original ND Heritage Center construction project. The architectural plan included an underground passageway connecting this building with the Department of Transportation (DOT) building and the State Capitol, all located within eyesight of each other. If completed, the service tunnels would have been used by state employees for easy multi-building access. An underground walkway between the Capitol and DOT was constructed and is currently used by staff, but at the ND Heritage Center, only our small concrete segment of the tunnel was started. Lack of funding stopped the project. Your challenge: Try to find the door to the “hidden tunnel” during your next trip to the ND Heritage Center & State Museum! It’s hidden in plain view.

No physical distancing is needed in the North Dakota Heritage Center’s tunnel to nowhere. This cement wall is the end of the journey.

COVID-19 concerns have caused our team to shift several professional priorities in 2020, providing an unusual invitation for us to look deeper into some hidden places. While living the sobering realities and challenges of a pandemic in our personal and professional lives, our Audience Engagement & Museum team continues to create positive, engaging visitor experiences for the citizens of North Dakota, retaining a sense of wonder as history continues to reveal itself in our work.

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.

The volunteers and I are back in the archaeology lab, and we continue to work on rehousing artifacts from On-A-Slant Village (32MO26) at Fort Abraham Lincoln State Park near Mandan (for more about On-A-Slant Village, see http://blog.statemuseum.nd.gov/blog/adventures-archaeology-collections-…). There are many boxes of ceramics from this site. We are enjoying the variety of quality, sizes, and designs. Traditionally, Mandan potters were women. Here are just a few examples of the pottery that they made. The pottery is found in a variety of sizes. There are a few small decorated vessels like these.

Incised lines and finger or tool impressions are visible on these small pots from On-A-Slant Village (83.442.6.2, 451; photo by David Nix)

There are also large pots like this.

Incised lines and finger or tool impressions are visible on these small pots from On-A-Slant Village (83.442.6.2, 451; photo by David Nix)

This example is undecorated, but we know it was shaped using a paddle because you can see marks (called simple-stamping) on the body of the pot. There are many examples of simple-stamped sherds from On-A-Slant—here is a close-up of another simple-stamped sherd.

A simple-stamped body sherd from On-A-Slant Village (83.442.2.59; photo by David Nix)

The paddles used to shape the pots had grooves like these examples from our educational collection.

Replica pottery anvil stone and two replica simple-stamp paddles (SHSND AHP educational collection)

To shape the pot, the potter held a smooth stone (called an anvil) on the inside of the pot while she used the paddle on the outside of the pot.

A replica pot and paddle tool (replica pot by Wade Haakenson, paddle from the SHSND AHP educational collection)

Much of the decorated pottery from On-A-Slant Village is decorated with cord impressions that come in a variety of patterns and designs.

Cord impressed rim sherds from On-A-Slant Village (83.442.4.707, 1321, 807)

The potter used cords similar to these to decorate the pottery.

Replica cords – the one on the left is made from sinew, the one on the right is made from plant fiber (SHSND AHP educational collection)

There are also many sherds with incised or trailed designs.

Incised sherds from On-A-Slant Village (83.442.2.123, 132, 133, 134; photos by David Nix)

A stick could be used as a tool, or it could be carved to create different kinds of lines in the clay.

Stick tools (SHSND AHP educational collection)

Similar tools could be used to make impressions in the clay as well. My favorite kind of decorations are impressions made by cord-wrapped stick tools. These interesting tools make designs that look like this.

Cord wrapped stick impressed sherds from On-A-Slant Village (83.442.4.1530, 747, 913; photos by David Nix)

Replica cord-wrapped-stick tools (SHSND AHP educational collection)

I also enjoy the really fancy designs like this one.

There are many kinds of decoration on this rim sherd from On-A-Slant Village (83.442.4.799; photo by David Nix)

This pot has almost everything—cord impressions along the rim and under the rim along the neck, tool impressions (the round dots), incised lines, and ridges from shaping the pot using simple-stamping (visible along the broken edge of the pot).

Last year, the museum collections committee analyzed the current representation within the state collection and noticed there were particular gaps of objects from childhood and teenage years, most significantly those items from the 1960s to the present. The State Historical Society of North Dakota is also looking ahead and considering how much collections storage space we will need as we continue to collect objects into the future.

To help us get an idea of what the people of North Dakota would most like to be collected and preserved from their childhood and beyond, the staff began conducting an online survey in February to gather input from lifetime, current, and past North Dakotans, as well as visitors to the state, about what the State Museum should collect.

We have received many great responses since the survey launched, and here is a little about what we have learned so far. I hope you like stats and nostalgia as much as I do, because here we go!

Here are the results as of Aug. 10:

• 134 unique responses.
• Representation from 37 North Dakota counties, with the most responses from Burleigh (34) followed by Morton (8).
• The highest number of responses from participants born in the decades 1950-1959 (37) and 1960-1969 (32).
• 230 suggestions for toys.
• 239 suggestions for clothing.
• 234 suggestions for activities.
• 105 suggestions for “other,” i.e., stuff that didn’t quite fit anywhere else.

By object category, here are the top responses, as well as an assortment of other interesting answers.

Toys

Top responses: Barbie, GI Joe, Cabbage Patch dolls, Hot Wheels, LEGO toys, Lincoln Logs, toy vehicles

Random responses: Chatty Cathy dolls, color-changing toys, homemade toys, lawn darts, water baby dolls, Yu-Gi-Oh cards

Clothing

Top responses: Bell-bottoms, bib overalls, Hash jeans, jeans, jelly shoes, Air Jordans, scrunchies

Random responses: Toe socks, stirrup leggings, skinny jeans, paisley, hand-me-downs, Uggs

Activities

Top responses: Bikes, roller skating, baseball, books, board games, video games/game consoles (Super Mario Bros., Space Invaders), phonographs

Random responses: Cartoons on Saturday mornings, 8-tracks, chalk drawing, drive-in movies, local music bands

Other

Top responses: CD & cassette Walkman, inflatable furniture, boombox, clamshell VHS tapes, ordering Scholastic books from a catalog, teen magazines (Tiger Beat, J-14, Bop)

Random responses: The ”Macarena,” TV dinners, duck-and-cover training pamphlets, food and drink packaging, hairstyles (the Rachel, mullet, bouffant, etc.)

As someone who falls into the 1990-1999 age range, it has been wonderful seeing the creative, thoughtful suggestions both from my peers and people born in the decades before and after me. Not only are the responses helpful for us at the museum as we look to the future of the collection, they are also a great way to learn about what objects, activities, styles, and clothing have been important to children in North Dakota throughout the decades.

Is there something from your childhood that you think we should collect? Does it look like your county or age group needs more representation? Head to the collections survey here and make your voice heard!

If you would like to donate to the State Historical Society museum collection, be it a My Little Pony, bellbottoms, a boombox or anything in between, you can complete our Potential Donation Questionnaire here.