My name is Kaelyn Olson, and I am working toward a master of arts degree in applied anthropology from Mississippi State University. During the three months of my internship, I have been working with collections from projects on U.S. Army Corps of Engineers–managed lands. In addition to the usual lab duties, I became a member of the North Dakota Archaeological Association (NDAA), worked with volunteers, and expanded my professional network. This internship was an outstanding opportunity for me to learn skills that were not covered in my university education and previous work experience, as well as honing skills that I had only limited experience in. I was already fascinated by the history of North Dakota and the northern plains, and this internship only served to deepen my appreciation of this region. While some of the day-to-day tasks of being a collections intern may not seem glamorous or exciting to the casual viewer, the work is extremely satisfying, and each new box is its own adventure. I’ll be sad to leave these collections behind as I return to school, but I am excited to know that the collections will be ready for research and additions when I come back.

Kaelyn Olson in one of the archaeology collections storage rooms, holding an elk antler for scale.

Thank y’awl for being for being so welcoming this summer!

An image comparing artifacts packaged in 1964 (right) to artifacts that have been sorted, cleaned, and “rehabbed” by summer interns (left).

Hi, name is Sylvia Sandstrom and I will be graduating with my bachelor of arts degree in anthropology with an archaeology emphasis from Minnesota State University Moorhead in December 2019. I began my position as an archaeology collections intern in late May 2019, and in my time here over the past three months I have learned more than I could have ever imagined and achieved goals that make me feel entirely fulfilled.

My primary task was to work with collections owned by the USDA Forest Service, which are housed and cared for by the State Historical Society of North Dakota. Four boxes of artifacts from Government Creek were my first project, which included re-bagging the artifacts into archival materials, assigning unique accession numbers to each artifact, and entering every single artifact into our catalog database. Overall, I added 383 individual artifact records to our searchable database for this collection, and 816 records total. Aside from working with artifacts, I learned to properly archive and catalog all the important paperwork that gives any artifact its context, and therefore, its research value.

Secondarily, I took up a side project that focused on my interest in Native American pottery. Alfred W. Bowers collected a set of unique potsherds from Mercer County, North Dakota, in the 1930s, but they just made it back to their state of origin early this year. These sherds caught my attention right away, as they were different from the typical jar-like vessels we see in the northern plains. These sherds appear to form some sort of platter or very shallow bowl. I hope to continue working with this piece in the future, as well as with the wonderful folks I have connected with while conducting this research.

Archaeology collections intern Sylvia Sandstrom with unique ceramic plate collected by Alfred Bowers.

Process of discovering loose sherds and refitting them to reproduce the original vessel shape.

Archaeology collections interns Sylvia Sandstrom (left) and Kaelyn Olson (right) during their first weeks at work, size grading artifacts from On-A-Slant Village.

This summer I was lucky enough to be chosen as temporary staff for the State Historical Society of North Dakota. My official title for the summer was reading room assistant; this includes greeting guests as they enter the State Archives and assisting them in finding the resources they need to complete their research.

Zachary greets patrons entering the reading room.

You never know what the next person coming through our doors is going to want to find, or why. I have heard many interesting stories and find it fascinating the long distances people will travel to acquire what they are after. I have worked with patrons from all over the United States and even Canada. I look at each patron’s research like a puzzle, and have to find the missing pieces to help them complete it.

As archivists it is not only our job to find resources for our patrons but to archive and keep track of North Dakota history. My project for the summer has been to document Morton County probates in an Excel document. The end goal is to make this information readily available for the public to use in research. While working on the probates it has been interesting seeing all the foreign names of immigrants, and the cursive from back then looks like a whole different language. I am hoping this project will one day help complete another puzzle piece in a patron’s research.

Working on entering Morton County probates into Archives for patrons’ use.

The more I have learned about the Archives’ vast amount of resources, the more I have taken advantage of using them myself. I have used resources such as ancestry library and our county history books to begin piecing together a small genealogy project for my dad’s side of the family. I have also used the microfilm collection to look up old articles on family members and even on myself. I have started a scrapbook for myself on my high school soccer career that documents all my stats and interviews. The microfilm machines are very fun to use and are helpful in finding all types of newspaper clippings at lightning speed.

Looking at microfilm for old newspaper clippings.

After my experience working in the State Archives this summer, I am looking forward to utilizing my newly acquired research skills in my upcoming year of college. My love for history has never been in doubt, but this job has given me a greater appreciation of history and the wonderful people that archive and keep it safe.

The stacks in the Archives were by far the sweetest thing to use.

We’re starting a project, called Hands-on History, to make history more immersive and multisensory at our staffed state historic sites. We want to give visitors more opportunities to learn by doing historically accurate activities, like trying on unique historic clothing, playing games, or using period technology.

It’s funny, though. Year after year I see articles, books, and conference presenters urging us to offer more interactive learning, but precious little advice about how to do it. I have received a ton of training on how to give tours, research history, write exhibit panels . . . so why is there so little out there about hands-on experiences? This means that over the last decade or so, I’ve had to just try things and see what worked. Here’s a little summary of what I’ve learned:

Soon numerous state historic sites will have stereoscopes, a 19th-century 3-D viewer, with images from the State Archives.

1. Do start with research.
This is where the most interesting and historically accurate ideas come from.

2. Do make your objects as close to original as possible.
You want the closest replica of the historic object you can get, within the limits of durability, repairability, or replaceability.

3. Do be excited.
If you’re offering an experience you’re excited about, your visitors will be, too.

At the Ronald Reagan Minuteman Missile State Historic Site, Addilyn Groven got to launch her own (non-nuclear) rocket.

4. Do connect your object to an important idea.
Ideally the experience helps people understand the significance of your historic site. Since the visitor should have new insights from the experience, we can ask thought-provoking questions. (Was it possible to write with your left hand using an inkwell and a quill pen? If you were a schoolteacher at the time, how would you teach your left-handed students how to write?)

It must be said, though, that sometimes it’s okay to just offer a fun, historically-accurate experience that makes people feel more at home at your site.

5. Don’t think of hands-on history as an add-on to your “more important work” of conversing about history.
This attitude often causes us to treat visitors who may seem less interested, such as children, as if they are less important than the visitor who is already engaged and asking lots of questions. We have to serve the needs of all our visitors.

Science toys are nothing new. In the 19th century, a zoetrope helped kids learn about optics and moving images.

6. Don’t just give visitors something to touch.
Maybe you’ve observed this strange tendency, but the minute you give people permission to touch something at a historic site, their desire to touch it goes way down. The real fun starts with doing something. And not just anything. Which leads me to . . .

7. Don’t give your visitors historic work to do.
If it wasn’t fun in the past, it isn’t fun now.

It may seem like a cheesy photo op, but clothing illustrates a lot about cultural values, social roles, and the work different people had to do.

8. Don’t make assumptions about who will or won’t try an experience.
I googled “why I hate museums” once, just to see what I might learn. One reason came up in multiple articles and really surprised me: people hate it when all the fun experiences are just for kids.

9. Don’t waste too much effort on experiences you can only offer at special events.
You can provide far more experiences — ones that require lots of set-up and clean-up, or a guest expert, etc. — if you offer them as special events. And that’s not necessarily a bad thing. But you’ll reach far more people if you develop experiences that visitors can try every day.

In the Attic Playroom at the Former Governors’ Mansion State Historic Site, kids can play with toys typical of the years 1901–1960, the same time period the room was used by several governors’ children.

10. Don’t always expect your visitors to initiate the experience.
There’s so much confusion these days about what you can and can’t touch and do in any given historic site or museum. Visitors may need some active encouragement to try out new activities.

11. Do help visitors succeed when trying a new skill.
Make sure you know how to accomplish the task yourself, and look for opportunities to improve the experience so visitors succeed in their attempts to try it.

Kids used old steel wagon tires and later wooden or cane hoops for a wide variety of games called hoop trundling. These hoops eventually evolved into the hula hoop.

12. Do understand that there can be risks.
I’ve actually seen more injuries, such as heat exhaustion and passing out, on tours than during hands-on history experiences. Still we have to design these experiences to be reasonably safe and sometimes guide visitors to perform activities a certain way.

13. Do be appropriate.
It would not be culturally appropriate for visitors to try experiences that one must earn the right to perform in the original culture or context. We won’t be offering visitors the chance to try on warbonnets or medals of honor. Likewise, it’s disrespectful and wrong to try to replicate traumatic experiences. And yet . . .

14. Don’t pass over important cultures or communities.
It takes time, effort, and engagement to learn how to represent a group fairly, accurately, and appropriately, but it’s also essential to telling a balanced story.

There are so many great reasons to do hands-on history. It makes history more enjoyable. It’s more accessible to children, people with disabilities, people who don’t speak your language, and people who otherwise might not visit historic sites and museums. Visitors learn more by involving multiple senses (taste, feel, smell, sound, sight, texture, temperature, etc.). They remember more, too. They’re more likely to take pictures of their awesome experience and share them with their friends. It gives them a reason to visit in person rather than only learn online.

I’m excited to watch this area grow, especially right here in North Dakota. Some of our Hands-on History experiences are already available at staffed state historic sites around North Dakota, and we will be adding more and more as time goes by. We hope you come try them out!

Though summer is winding down, the State Archives is still buzzing with researchers on vacation, in addition to our regular local patronage who come in throughout the year. Students, scholars, and curious citizens come to examine our collections to answer their diverse questions. Genealogy remains an area of strong interest, and one question often asked is, “Where can I locate my ancestor’s military record?” While we do not have service records for individual veterans unless that person or their family donated them to us, we do have resources to help patrons in their search and places we can direct you to attempt to answer questions.

How can the Archives help someone research an ancestor’s military service? In our stacks, we have books related to military history, including unit histories, general works on wars and conflicts the US military has been involved in (with a focus toward those North Dakotans participated in), and published diaries, memoirs, and letter collections. These may be useful if a researcher knows the unit(s) their ancestor served with and wants to know where they may have been during a war.

A selection of State Archives books related to World War II.

We also have a surprising number of regimental histories for units raised during the Civil War, which provide the roster of the men who served in that unit, as well as detailed accountings for the places they passed through and battles they fought in during the war.

We also have a nice selection of books produced by North Dakota counties on residents who served in World War I. These books are helpful to a researcher, as they usually go beyond a simple listing of the men and women from the area, providing stories, photos, and news related to the county at that particular time.

Examples of our North Dakota county World War I holdings.

A valuable resource we have both in print and on microfilm is Roster of the Men and Women Who Served in the Army or Naval Service (including the Marine Corps) of the United States or Its Allies from the State of North Dakota in the World War, 1917–1918 (1931). This four-volume set lists the North Dakota veterans of World War I and provides a nice, paragraph-length entry on each person that can help a researcher understand a little of their ancestor’s service. A similar roster exists for World War II and Korean War veterans that is commonly called “the red book” because of its red cover. Its entries are not as detailed as its World War I counterpart. It is also available to access through both print and microfilm in our reading room.

Pages from Roster of the Men and Women Who Served in the Army or Naval Service (including the Marine Corps) of the United States or Its Allies from the State of North Dakota in the World War, 1917–1918.

In addition to the holdings in our stacks, we have several collections of federal records related to military posts in the state during the 19th century available on microfilm. These include some muster rolls and medical histories. A full listing can be found here by scrolling down to War Department. The records are housed in the National Archives and don’t provide a detailed accounting of an individual soldier’s life, but more a snapshot of a unit at a particular point and time.

For persons who served in the North Dakota National Guard, while we do not have personnel records, we have a sizable collection that contains a variety of records related to several components of the Guard and can inform a researcher as to an ancestor’s service.

Local newspapers provided varying levels of coverage on local men and women serving in wartime, including publishing letters written to inform the folks back home. Finally, researchers have access to Ancestry Library Edition on our research computers that contain several great databases related to military research, including draft registrations, pension indexes, and service indexes.

Our reference staff can also help point you toward sources to consider when researching your ancestor’s military service. While the State Archives may not have records related to every individual veteran from North Dakota, we have ample resources to help you learn more about military service in your family. Stop in with your questions, and we will do our best to answer them.

It’s still summer, and it isn’t too late to visit the beach! Maybe even the ocean? With that in mind, here are a few artifacts from the archaeology collections that remind me of a trip to the beach.

Here in North Dakota, you might expect prairie schooners (covered wagons). Actual schooner ships, not so much. But this pocket watch case from Fort Abraham Lincoln has a schooner on it.

Part of a pocket watch case from Fort Abraham Lincoln (32MO141) (86.226.6041)

This is not the only nautical-themed item from Fort Abraham Lincoln. A pair of suspender buckles and a rivet feature an anchor motif.

Fragments of suspender buckles and a rivet, all from Fort Abraham Lincoln (32MO141) (86.226.16103, 16540, 17362)

If a fish story is more to your taste, how about this pipe fragment?

Two views of the same smoking pipe from Fort Abraham Lincoln (32MO141) (86.226.16950)

One of the volunteers unwrapped this while helping us rehouse an older collection into archival materials. There was originally a cherub figure or child riding the fish — you can see part of a leg and a tiny hand on one side of the fish. And that is by no means the only fish pipe in North Dakota’s archaeology collections. If you ever visit the North Dakota Heritage Center & State Museum, you can visit this clay fish pipe in the Innovation Gallery. It comes from Ransom County.

A fish-shaped smoking pipe from Ransom County, ND. (83.402.9)

Have you ever found a shell at the ocean? How about in the middle of a field? A family in Stutsman County found this large conch shell while working on their farm.

Two views of a conch shell from the archaeology shell comparative collection. This large seashell was found in Stutsman County! (A&HP shell comparative collection)
Many thanks to the Hochhalters for their thoughtful donation.

While our former chief archaeologist and in-house malacologist (someone who studies shell) Paul Picha determined the shell probably isn’t very old, the family kindly donated it so it can be used in the shell comparative collection. Seashells are found at North Dakota sites, so it is helpful to have complete or nearly complete examples for comparison. The site artifacts all came from faraway seashores to North Dakota by Native travel and trade networks. Examples of seashell artifacts found in North Dakota include this ornament made from a columella (central pillar) of a large shell, and these abalone shell pendants.

Left: An ornament made from the central column of a large seashell — the shell has been cut, shaped, polished, and a hole (now broken) was drilled near the top (81.40.2)
Right: Three abalone shell pendants; the one on the left is from Fort Clark (32ME2), the one in the middle and on the right are both from Like-A-Fishhook Village (32ML2) (4518, 12003.2105, 12003.1361)

Let’s end this blog entry with a photo of a beach — the Beach cache, that is. This amazing group of tools and tool materials was placed in a storage pit (called a cache) by Paleoindian people. The cache was discovered in the 1970s near what is now Beach, North Dakota.

Some of the bifaces from the Beach cache. There are several types of rock in the cache; the tools in this photo are made from Sentinel Butte flint. (2007.75.5, 2007.75.17, 2007.75.22, 2007.75.13, photos by David Nix)

People often have the misconception that objects we collect and preserve in the museum collection just sit around in the dark, and no one will ever see them unless they are on exhibit. On the contrary, the objects we hold have many purposes beyond exhibits. In my mind, research is one of the most useful purposes for an object in our collection. Our ethnographic collection has the most research requests, followed by our natural history collection. We have almost 4,000 specimens in natural history including large elk and bear mounts, small humming birds, fish, reptiles, insects, rocks, and fossils. Since many of our animal specimens were collected between 1900 and 1930, they represent species that are still common, some that are rare or no longer found in North Dakota, and a few that are now extinct.

Our natural history collection has generated myriad research projects. In 2001 our black-footed ferrets had their DNA tested by a researcher from the Smithsonian National Zoological Park. She was looking at the loss of genetic diversity in black-footed ferrets when they almost went extinct in the 1980s. In 2012, a student working on his master’s degree in natural resource management cataloged the Holton Shaw egg collection (1991.54). The Shaw egg collection had been in our possession since 1924 but was never cataloged into the database since we didn’t have a biologist on staff. His work made this collection usable for future researchers. In 2014 our passenger pigeon drew visitors because of the 100th anniversary of the pigeon’s extinction.

Recently the State Historical Society of North Dakota and the University of Mary have invested time into a mutually beneficial research opportunity. When Dr. Michael Lares, a biology professor teaching an ornithology class, asked if his students could have access to our bird mounts and egg collections, I said “yes” with a slight hesitation. My hesitation was not because they were students, but rather because most of our specimens are preserved with arsenic, and I wanted to make sure the students would be safe when handling them. From our over 350 bird mounts and study skins, Dr. Lares picked study skins for the first lesson. The students learned how to take measurements that a researcher would normally do in the field. Learning how to do this on a dead specimen is much easier than on a live one. The students were able to learn how similar species varied and about the variation between individuals of one species.

Study skins in storage. A study skin is typically stuffed with cotton with no attempt at a life-like pose.

University of Mary students measuring a bird.

During the second lab, the students looked at the eggs. With more than 800 clutches of eggs (a clutch could consist of one egg to more than a dozen), they had many to choose from. The students gained experience measuring and describing eggs. They learned how size and shape varied between species and how shape and color were related to the nesting habitat.

Bird eggs in their storage boxes.

Student measuring an egg.

Their third visit was set aside for a project to help the bird collection. I learned that as science progresses, the scientific names of birds have changed. The students checked the identification of a group of birds to see if they were properly identified.

Students checking on bird identification.

This past year I also had the students photograph the birds. Many of birds were brought into the collection before photographing artifacts became standard practice. These photographs allow us to track changes to any artifact over time.

Students photographing a duck.

This winter I was able to call on Dr. Lares and a few students to help me when I found some of the boxes that housed the eggs had been damaged during a water leak in our collections storage. I also found that all of the acid-free boxes had become acidic in the 27 years they had been used store the eggs. Dr. Lares and his students in one day made new acid-free boxes, transferred the eggs to the new boxes, put the eggs in numerical order, and did a box inventory. They found a few inventory mistakes including eggs in wrong boxes and clutches spread over two boxes. The eggs are now housed properly, and the database is up to date.

Dr. Lares commented, “I would not be able to teach the ornithology lab without the help of the collections at the Heritage Center, as study skins are difficult to obtain. Being able to work with the collection is a great opportunity for my students, and we also appreciate being able to give back through projects like verifying the identity of birds, photographing the specimens and re-housing eggs. It is a mutually beneficial collaboration.” In turn, I really appreciate all that Dr. Lares and his students have done to help the bird and egg collections. It is also good to know that these collections are being used for educational purposes.

There are still many opportunities for scientific research of all kinds in the State Historical Society’s natural history collections. For example, we are currently looking for someone who might be interested in working with our insect collection that has never been cataloged, nor have the insects been completely identified.

Students with Dr. Lares rehousing eggs.