Backstage Pass to North Dakota History

This blog takes you behind the scenes of the State Historical Society of North Dakota. Get a glimpse at a day-in-the-life of the staff, volunteers, and partners who make it all possible. Discover what it takes to preserve North Dakota's natural and cultural history.

How Do You Interpret Controversial History?

Every historic site has its own unique story. It may be colorful. It may be weighty. It may even cover events of a controversial nature. If a site falls into this last category, how best do you present and interpret its history?

The history of Fort Totten deals with the interactions and conflicts between two different cultures, the Dakota and American. The interpretation we present to site visitors has changed and expanded over the last fifty years. When first opened to the public in 1960, our interpretation focused on the site being a well-preserved frontier military outpost. The fort was built to protect early Euro-American settlers of the Devils Lake Basin area, as well as Dakota tribes who had been convinced by the US Government to settle nearby. The fort’s role as a boarding and industrial school for hundreds of Dakota and Chippewa children for more than sixty years (three times the length of its life as a military post) was not integrated much at all in the interpretation, except in passing.

reenactment from American Revolutionary War era

Children participate in a reenactment of a scene from the American Revolutionary War era, ca. 1908. (SHSND 0210-006)

Fast-forward fifty-five years and our interpretation of the site’s history now incorporates the military story, the school story, and the site’s role as a preventorium (a four-year program to teach about preventing the spread of tuberculosis). We also discuss the ways previous site staff have interpreted Fort Totten since we became a part of the State Historical Society of North Dakota in 1960. To help visitors connect to the often painful and difficult experiences of Dakota children when they first arrived at the industrial and boarding school, we utilize oral histories of former students. These histories indicate that for most of its existence, the school meted out harsh discipline and focused on teaching students how to do manual labor. This was believed to help native students leave school as good citizens, farmers, and homemakers. Strict rules of discipline assisted the teachers in ensuring the students would cease to use their native language, learn to speak English, and fully embrace American culture. The goal was to remove all prior connection to their Dakota past.

Tipis gathered outside fort

Tipis gathered around outside of fort, ca. 1900 (SHSND 0420-008)

The exhibits we have designed and installed in several of our buildings put the visitor in the shoes of one of four composite characters of real people who lived, worked, or were stationed here. We present the history with this first-hand interaction and strategic use of the voices of former students and soldiers to ensure that when visitors leave Fort Totten they come away with a better understanding of this site’s unique history. More importantly, we hope we have interpreted the layered and nuanced history of the site in such a way that the visitor becomes an advocate for the site - to tell others of this significant place and bring new visitors here to learn about the complex history of Fort Totten; military fort and boarding school.

A Treehouse

A tree house, a free house,
A secret you and me house,
A high up in the leafy branches
Cozy as can be house.
-Shel Silverstein

To me tree houses are the epitome of what childhood can be. Whether the tree house is a real structure in the backyard or made of pillows and blankets in the basement, it lives largest in the imagination. It’s a place to dream, to play, to read, to talk, to simply be. It’s safe and fun, and always carries the whiff of hot summer afternoons and the stickiness of melted cherry popsicles.

Almost four years ago we started planning how to take this ephemeral nostalgia and transform it into a museum space just for kids at the North Dakota Heritage Center & State Museum. The old museum had an exhibit space called Dakota Kids. Although it was updated periodically, there were a number of elements that young parents remembered (fondly) from when they were kids. It was popular and had lots of repeat visitation, but it had drawbacks too. We wanted the new kids’ area – the Treehouse – to incorporate the beloved elements of Dakota Kids, but update it and correct problems.

So what did we do?

-Plan for the caregivers as well as the kids
Dakota Kids had only two chairs for caregivers and lots of nooks and crannies. The Treehouse will integrate multiple seating areas so caregivers can both keep an eye on their kids AND take a short rest. There will also be open sight-lines to easily keep track of active and fast-moving younglings. Adjacent to the Treehouse entrance will be cubbies for bags, hooks for coats, and parking space for strollers. 

-Emphasize exploration and imagination
For safety, many things in the rest of the museum can’t be touched. In the Treehouse we want kids to not just touch, but to push, pull, spin, steer, climb, and slide – in short, to touch and DO things. The Treehouse can provide the beginning, but the kids will tell the rest of the story. We’ll give you a plane to sit in, but only you and your co-pilot (maybe it’s Chewbacca?) will decide where it will fly, or if it’s a spaceship, or what adventures are encountered along the way.

-Make it fun and durable
No doubt, kids are hard on things. We want LOTS of kids to visit and use the Treehouse, so it’s designed to be tough and easily-repaired. You won’t find modern technology up in the Treehouse, but you will find timeless design and tried-and-true construction methods. Just like in Dakota Kids, we want today’s pint-sized visitors to bring their kids back in twenty years to the Treehouse they remember.

The Treehouse will open in about three months. We hope you are as excited as we are!

Artist's rendering of the Treehouse

Artist’s rendering of the new Treehouse area.

How Is a Video Game Like the Fur Trade?

I have written before about the SEND program. SEND trunks provide objects to classrooms throughout the state. Students can touch real things that represent and interpret the history they are learning about. Once in a while I get a chance to see how teachers and kids are using the trunks. Recently I overheard a group of fourth graders using the fur trade SEND trunk exclaim with excitement, “Hey, it’s just like Minecraft!” For those of you not familiar with the phenomenon of Minecraft, it is one of the most popular video games in the world having sold more than 60 million copies as of October 2014.

Minecraft Landscape

Minecraft Landscape

Minecraft is a world made up of colorful cubes that players use as resources to find, mine, and craft into other resources. Hit a block from a tree enough times and it turns into wood. Make enough wood and you can build a house. Two key features of Minecraft are that it is open ended and non-linear, and that it allows for social interaction with other players. The open-ended/non-linear format can be seen in a variety of other video games including Farmville and the Sims. Rather than having to achieve something specific to get to the next level, Minecraft players simply have to stay alive and keep crafting new things. The concept gives players an incredible amount of freedom and independence, and allows for a great deal of creativity in a game. The social aspect of the game allows players to interact with each other, create communities, and trade things. One player might be the best person among a group of friends at providing food, while someone else excels at building shelter. Playing together produces a stronger community.

Disneyworld rendered in Minecraft

Disneyworld rendered in Minecraft

While much has been written about the evils and dangers of video games, there is a lot of new research focused on how games like Minecraft encourage learning and social interaction among players. The multi-player mode allows kids to form communities and play together in one world. This gives socially awkward kids an opportunity to socialize and make friends. It also fosters an interest in STEM (science, technology, engineering, and math). One company, MinecraftEdu, makes affordable versions of the game available to schools. Websites like Minecraft Teacher (minecraftteacher.tumblr.com) and Teaching with MinecraftEdu (services.minecraftedu.com/wiki/Teaching_with_MinecraftEdu) help teachers develop lesson plans based on the game. For example, teachers have created lesson plans using Minecraft to teach math and scale by constructing buildings in the game. Others teachers have taught architecture, geography, and history by having students build entire cities in the game.

The Eiffel Tower rendered in Minecraft

The Eiffel Tower rendered in Minecraft

What does all of this mean for our fur trade trunk? Education department staff are exploring ways in which we can take advantage of the open ended and social gaming aspects of Minecraft to teach about the fur trade. Maybe our game could have students acquire furs faster for every ten Objibwe words they learn. This doesn’t mean we have to sacrifice education for entertainment, but rather we can enhance education by making it engaging.

Adventures in Archaeology Collections: Larson Village

Larson Village (32BL9) is an ancestral Mandan village site that was occupied from the late 1400s to the late 1700s. In 2010 repairs were made to a modern road that runs through the site. Archaeologists excavated the area affected by the roadwork. The excavated area mostly contained cache pits (storage pits) and a midden area (trash heap)—both types of features are valuable sources of information about how people used to live! And a lot of information usually means a lot of work . . .

The collections from the excavation came to the State Historical Society’s Archaeology and Historic Preservation division in 2011. Since that time, our dedicated volunteers have been busy sorting the artifacts from Larson Village. After that much work, it is understandable that a person might wonder if any of the objects being sorted will ever be seen again! In this case, the answer is definitely yes. Part of a reconstructed pot can already be seen on display at the State Museum in the pottery case in the Innovation Gallery: Early Peoples.

Reconstructed pottery

Reconstructed pottery from Larson Village, now on display in the Innovation Gallery of the State Museum (2012A.13.1)

However, most of the excavated items are still being sorted into different types of materials – animal bone, stone tools, seeds, charcoal, ash, pottery and more! But this does not mean that these objects will not be used or seen. The sorting is being done so that the objects can be sent to specialists who study specific types of artifacts. A faunal specialist (someone who studies animal bones) will be able to tell us more about the different types of animals that were used by the people living at Larson. Someone who specializes in lithic tools (stone tools) might be able to tell us where people found the materials that were used to make the tools, or from where the materials might have been traded. Knowing what kind of seeds are present at the site might tell us what kind of plants were being used for food, materials, or were growing in the surrounding environment. This kind of detailed information helps give us a better picture of how people lived and interacted with the world around them. After the objects are analyzed and the data is compiled, a final report can be written about the excavation of the site.

It might be a while before this project is completed, but here is a chance to see some of the artifacts found so far.

Just in time for fishing, here are some of the bone fishhooks.

Bone fish hooks and fragments

Bone fish hooks and fish hook fragments from Larson Village (2012A.13)

And to give the fishhooks a better story, here are some of the many fish scales that our volunteers have also found.

Fish Scales

Fish scales from Larson Village (2012A.13)

There are some very nice pottery like fragments, like the ones from this pot that was decorated with cord impressions.

Pottery decorated with cord impressions

Pottery decorated with cord impressions from Larson Village (2012A.13)

Pottery sherds are interesting to look at and fun to discover, especially when the fragments fit together like a puzzle.

Pottery

Pottery from Larson Village (2012A.13)

Some of my favorite things to find are fingerprints! Someone left their fingerprint impressed in the clay when they made this piece of pottery a long time ago.

Pottery fragment

Pottery fragment with a fingerprint impression from Larson Village (2012A.13)

Stone abraders are tools that were used for sharpening and shaping other tools and objects – for instance . . .

Stone abraders

Stone abraders from Larson Village (2012A.13)

. . . all the awls! Bone awls were tools used for various things including punching holes in materials like hides for sewing.

Bone awls

Bone awls from Larson Village (2012A.13)

Hopefully I will be able to post more photos of artifacts from Larson Village as the sorting continues.

Projectile points

Projectile points from Larson Village (2012A.13)

Feel free to send me a message if you would like more information about how you can help us out in the archaeology lab.

Writing into History

Recently, a woman came into the State Archives with a very old, very large document. It was folded parchment paper covered in beautiful scrolling letters. She said she bought it years ago at a garage sale somewhere in the state, and she brought it in to see what, if anything, we could tell her about it. Specifically, she wanted to know if we could help decipher the handwriting to tell her what it was and who was involved.

Document from brand registration book

This document is from a brand registration book. Partially hand-written, partially print, the image of the chosen brand was inked into the box.

The Archives holds many partially and fully hand-written documents.[i] Since it is our goal to maintain these records and make them accessible, we often have to index and transcribe them. Unfortunately, that old script and handwriting is not easy for our modern eyes to read. In the instance of this old document, the writing was clear (not always true in these records), but it was flourishing and calligraphic, and not spaced in any way like the text you are reading on this screen.

Handwriting may range from scratch marks to grandiose flourishes, but script type is not the only reason these types of records are hard to read. For example, some authors and originators of these records had limited communication and education. The clerks recording these documents (who would have had some formal education) might have been dealing with individuals who didn’t speak English, much less write in it.

Selection from a tract book record

This is a selection from a tract book record, showing some of the first purchases of land. Handwriting is not the only issue in these sorts of records; different codes indicated different things, different types of ink are used in the record (difficult to tell here, as this is taken from the microfilmed copy), and often, different handwriting can be seen on the same pages.

Even though the majority of settlers here spoke languages derived from the same Proto-Indo-European language base,[ii] the languages were spoken differently, accented differently, and sometimes were written differently. [iii]). Recording what was heard, trying to determine how it was spelled, and gaining some semblance of accuracy must have been difficult enough.

Some clerks or other individuals ended up using their native tongue in documents, or used a mixture of languages in these documents. However, even some typed items show obvious differences, such as old German script, as seen in this German-published Staats-Anzeiger newspaper from 1907.

Der Staats-Anzeiger

Der Staats-Anzeiger was published in different locations in North Dakota at different periods of time. Entirely in German, it used old German typescript. These papers often published local items of interest, such as letters to and from the old country and other parts of the new country from German settlers in the area.

Picture with identifying information on back

This image is one of many in our collections that contain some identifying information on the back of the picture. The image is below. To the best my eye can see, the text reads: “On Capitol grounds- Mac (arrow up points to Mrs. A. E. McLean Kenmare asst.) and me – soliciting funds for Indians girls’ trip to Dinner. June 1 – 1930 To secure $600.00 (Later – I got it – girls and staff went)”

More frequently than not, we in the Archives receive or discover these items when both parties are long gone. By this time, we are also dealing with old records that may have been housed in poor conditions, resulting in the added possibility of deterioration.

So, how do we determine what is on these records?

Everything is a clue. We know some script types are different, and we know when (and in what language) they are more prevalent. We know older and earlier records mean certain things.[iv]

Sometimes we can also figure it out by looking at other handwriting on the pages. For example, if I can determine a few words, I can then match some letters in other words, and perhaps find a few more, until I can eventually understand the gist of what is being said. I then know what the letters of those words should look like, and may be able to determine a few more words. We can draw a very pale comparison to the significance of the Rosetta stone, and how linguists were able to determine a fully different language through the use of words they already knew.[v] And of course, it helps to have images to pair with names, newspapers to check for ongoing events, and even a general idea of the area. It also helps to know who might have been in the area. Catholics might have used Latin in some of their documents. If Scandinavians settled more in one area than another, we might be able to guess (if we don’t know) that an item from that area is written in Norwegian, rather than Ukrainian.

As for that old, fully hand-written document that I mentioned at the beginning; the woman was able to pick out a few words, and we figured out a few more, so we did help her somewhat. We were able to help her determine that it was an indentureship agreement from the east coast.[vi]

Reading old writing can be tough, but it is thrilling to determine one more piece of the puzzle.

Page from MSS 10369, James Flynn's papers, 1878-1887

This page is taken from the pages of MSS 10369, James Flynn’s papers, 1878-1887. This collection consists of receipts, financial accounts, and correspondence concerning the distribution of grain and supplies and the transfer of cattle by a wagon master of the North Western Express, Stage, and Transportation Company. Again, this is from microfilm, and the copy is already in poor condition. What can you make out?


[i] There are several types of records, actually. Some predate handwriting. (I’m thinking of the gorgeous winter counts on display in our museum in the Early Peoples/Innovation gallery.) Then some are electronic. We will save discussion about these other records for another day.

[ii] I am not an expert in linguistics—more of an enthusiast—but suffice it to say that many/most languages are linked, and more than just through derivation from Latin, Greek, Old German, Old French, Old English…etc. This looks like a good site if you want more information about PIE.

[iii] If you go back early enough, different peoples used a completely different system of writing. Have you ever heard of the ancient Sumerians? Cuneiform, their system of writing, is the earliest known writing system. It mostly looks like lines, squares, squares with lines through them, etc. Then there are pictographs, hieroglyphs, and images such as those found at Writing Rock State Historic Site.

[iv] In North Dakota, this may mean fewer type-written records, and more script from the old countries.

[v] I went to England in 2013, and while there, went to the British Museum for one day (fast trip). Seeing the Rosetta Stone was almost mind-blowing and life-altering for me. If you’re interested in finding out more on the stone, this looks like an interesting read.

[vi] Basically, the named parties would be servants to one man for a number of years, serving for him until they had paid off their debts (apparently for passage to America). The second page, I believe, released the family from this debt, after time was served. The document was from the 1700s/1800s.

 

The North Star Dakotan Will Be Published Again

In February 2015, the North Dakota Studies program of the State Historical Society assumed ownership of the North Star Dakotan (NSD) as well as the plan for publication of a new edition. This newspaper for grade school students was the brainchild of the late Ev Albers, former director of the North Dakota Humanities Council and Jerry Tweton, professor emeritus of History, UND. The North Dakota Humanities Council published five editions of the NSD beginning in 1993.

The North Star Dakotan Issue #4

Issue #4 of the North Star Dakotan covered the time period of 1889 to 1915, or statehood to World War I.

At a time when there were few curricular materials available for the study of North Dakota history, the Humanities Council filled the gap with the North Star Dakotan. Each edition covered a period of time from the time of the dinosaurs to 1972. Teachers used the North Star Dakotan in their classrooms with a good response from the students. Today, the previous five editions can be found online at ndstudies.gov.

Planning is underway now for the North Dakota Studies program to write and publish the sixth edition in September 2016. The articles will be written by experienced writers with expertise in the subject matter. The articles will run from 100 to 1000 words in length. The sixth edition of NSD will cover the time period from 1972 to the present.

Neil Howe reading the North Star Dakotan

Neil Howe, Coordinator of the North Dakota Studies program, reads North Star Dakotan Issue #3.

In addition to the usual newspaper-style articles that the first five editions presented, there will be editorials, political cartoons, and a cartoon strip. The sixth edition will include, as did the first five editions, a three-part timeline of world, United States, and North Dakota events.

The NSD will include articles on politics, agriculture, sports, social, and cultural events. For instance, the sport pages will cover North Dakota State’s and University of North Dakota’s transition to Division 1 of the NCAA. One article will cover how Title IX of the United States Education Amendments of 1972 impacted high school girls’ sports. Of course, the oil business will be a major article with headlines on the “front page.” 

The North Star Dakotan will be published online saving the cost of paper and postage. An online publication corresponds to the use of electronically-delivered materials in most North Dakota classrooms. Of course, that means that the NSD will be available to all readers, everywhere, at any time. Will wonders ever cease?