The Chatham Historical Society [MA]

Description

The Chatham Historical Society seeks to preserve and share the history of Chatham, Massachusetts. To that end, the society operates a museum located within the 1752 Atwood House. The site includes nine exhibit galleries, period rooms, the mid-20th-century Nickerson North Beach Camp, bells from the Chatham school, and a Wampanoag canoe. Collections include more than 3,000 artifacts, 2,500 photographs, and 800 books.

The society offers guided tours of the Atwood House. The website offers images of collection highlights.

Turning Turtle: Shipwrecks and Disasters at Sea

Quiz Webform ID
22410
date_published
Teaser

The ship's on her beam-ends and all's lost! Test your knowledge of maritime disasters.

quiz_instructions

When you think of life at sea, what comes to mind? Excitement? Danger? Pirates? Johnny Depp? This quiz has a bit of all of the above, with the exception of Mr. Depp. Test your knowledge of renowned maritime disasters and confrontations.

Quiz Answer

1. On December 5th 1872, the Mary Celeste was found sailing empty of all crew, but with all valuables—including her cargo of raw alcohol—still aboard. The yawl (a small boat) was missing, and two cuts were made to the bow of the ship. Which of the following theories was proposed by one of the captain's relatives?

a. Warm weather made the alcoholic cargo release gas, causing cargo barrels to explode and the crew to abandon ship.

The captain's cousin, Oliver Cobb, and the vessel owner, J.H. Winchester, felt that the cargo caused minor explosions in the hold. Following the explosions, the ship would have been abandoned in extreme haste, as such explosions were known to splinter and sink vessels.

The official opinion on the Mary Celeste was that the crew sampled the alcohol, killed the captain and his family, damaged the bow of the brig to make the vessel appear unseaworthy, and waited for another captain to "save" them from their vessel. Others held that the ship was becalmed. As it slowly drifted toward shore, Briggs and his men set out in the yawl, to avoid being onboard if the ship wrecked. However, they did not tie the yawl to the Mary Celeste; and when the wind started again, the ship abandoned them. Many other theories exist, and this remains one of history's mysteries. (Incidentally, there were no African Americans among the crew—though Sir Arthur Conan Doyle wrote a fictionalized account in which African American crewman mutinied.)

2. In November 1819, a vessel was struck and wrecked by a sperm whale the crew had seen before, at previous whaling sites. What is the name of the ship?

b. The Essex

Having survived the wreck, 20 crewmembers set out from the Essex in small rowboats with minimal supplies. Over the course of three months, they floated about the South Seas, suffering from the heat, dehydration, and starvation. The evacuees eventually resorted to cannibalism when their food stores were depleted. Eight men survived, including the captain, James Pollard, Jr., and Owen Chase, author of the best-known firsthand account of the disaster. The story of the Essex inspired Herman Melville to write his famous novel Moby-Dick.

3. The 1904 loss of the New York excursion steamer the General Slocum resulted in over 400 dead. Which factor did not contribute to the loss of life?

b. Inaccurate nautical charts

On June 15, 1904, the General Slocum departed on the annual Sunday School excursion of St. Mark's German Lutheran Church. However, unbeknownst to passengers and crew, a fire had broken out in a storage room. Many passengers died of burns, and others drowned, unable to swim. The steamer's defective life preservers added to the death toll. The preservers' insides, made of finely-ground cork, quickly became waterlogged when the preservers' rotten covers fell away. One survivor told of a woman with three children. The mother and two girls could swim, but one daughter could not. The daughter was put in a life preserver and tossed overboard, where she immediately sank.

The General Slocum disaster was recognized internationally because of the loss of so many women and children.

4. In December 1717, Blackbeard captured the sloop Margaret. What did the pirates take from the ship?

c. Cutlasses, hogs, books, and navigational tools

Captain Henry Bostock reported his losses as cutlasses, hogs, books, and navigational instruments—not the traditional image of pirate booty. However, the hogs would provide fresh meat; the books provided entertainment on board a ship where the crew often had little to do (pirate crews could be roughly 80 men strong, as compared to the 12-man crew of a merchant vessel); and accurate navigation was crucial at sea. When we think of pirates and maps, we imagine mythical treasure maps, but maps were vital to any ship—the more the better, as they were often inaccurate by as much as 600 nautical miles. Also, pirates were essentially democratic, so crews determined destinations by common vote. As a result, pirate ships often took odd, zigzagging routes, rather than tried-and-true sea paths, making maps still more valuable.

For more information

turnturtle_ctlm.jpg If you are curious about the Mary Celeste, one interesting online resource is "Sinbad's Genie and the Mary Celeste", a weather-related theory for the ship's lack of crew, written by a meteorologist.

For more information on the General Slocum disaster, try the National Archives and Records Administration's online exhibit Slocum Disasters, June 15, 1904. The page offers an image of the steamer, a contemporary newspaper page on the disaster, and the vessel's enrollment certificate.

North Carolina Digital History provides a brief biography of notorious pirate Edward Teach, better known as Blackbeard. To learn more about the wreck of his ship and about a pirate's material possessions, head to the Queen Anne's Revenge Shipwreck Project, which offers artifact images and an archaeological site map.

Sources
Image
image_2 shipwrecks
image_2 shipwrecks
thumbnail
thumbnail_shipwrecks
Preview Mode
On

Laura Jernegan: Girl on a Whaleship

Image
Annotation

In 1868, Laura Jernegan, six-year-old daughter of a whaling captain, put to sea with her parents and younger brother. This website, created by the Martha's Vineyard Museum, explores her family's four-year whaling expedition, focusing on Laura's own diary.

Two narratives ground the exhibit: "The Story of Whaling" and "Laura's Story." Each narrative is divided up into three sections—"Before the Voyage," "The Voyage" and "After the Voyage"—and consists of 14—15 individual "chapters," each a short essay of approximately 300—1600 words. "The Story of Whaling" describes the rise and fall of the whaling industry and the nature of a whaling voyage, including preparation and hiring crew.

"Laura's Story" narrates the voyage of the Roman, the ship on which Laura and her family set sail. The voyage included a stay in Hawaii, mutiny, and the Roman's sinking in the Arctic (everyone survived). "Laura's Story" also looks at the lives of Laura and her family before and after the voyage, as young children and as adults. Each essay include links to images, descriptions, and other sections of the website that clarify and enrich the text.

For Laura's own description of her time at sea, "Explore Laura's Journal" lets visitors browse her 43-page journal. Written in a child's bold handwriting, the journal is short and easy to read, and can be viewed in the original scans, as a text transcript, or with a magic lens feature that translates the writing into print as the mouse runs over a page.

Further background information supports the two narratives and Laura's journal, including:

  • "About Whales," a mini-exhibit answering basic questions about six whale species;
  • an interactive timeline reaching from 1774 to 1955, including both general world history events and whaling events;
  • "Explore the Ship," a diagram of a whaling ship that visitors can click for information on crew positions and parts of the ship; and
  • a "Map of Whaling."

This interactive world map lets visitors display features from six sets of information, turning each set on or off and overlaying them. The sets include the four routes of the Roman's journey, three typical whaling routes, posts and sites important to whaling, 1878 whaling grounds for four species, major ocean currents, and whale migration patterns for three species.

Finally, visitors can view zoomable photographs of 175 different whaling-related objects in "Artifacts," read the descriptions of 15 crew positions in "Meet the Crew," and browse 16 pieces of logbook art, 36 photos, and 53 whaling-related images in the "Picture Gallery." An A-to-Z glossary offers definitions for 180 historical and whaling terms. Visitors can also explore the biographies of five people, including all of the members of the Jernegan family and, in "More About," can read 10 more 1,000-3,000-word essays on subjects like race and whaling, women and whaling, and 19th-century children's literature.

In the "For Teachers" section, educators can download two units on whaling: a four-lesson unit for grades 1–3, or a six-lesson unit for 4–5. "For Further Study" features a bibliography of 75 books for children and adults and eight annotated links.

A thorough website centered around a very unique primary source—use it to invite young children into history through the voice of a peer!

Naval History and Heritage Command

Image
Annotation

The Naval History and Heritage Command collects, preserves, and presents the history of the U.S. Navy in physical locations throughout the U.S. and online. Teachers will be most interested in "Resources & Research," a rich collection of primary and secondary sources related to naval history, including photographs, paintings, documents, oral histories, historical overviews, chronologies, and bibliographies. Teachers may want to start with "Photograpy," "Web Exhibits," or "Commemorations," some of the richer and more navigable sections. "Photography" features an online library of selected images on subjects including recruiting posters, albums and scrapbooks, women in the U.S. Navy, aircraft, naval insignia, individual ships, and more. "Web Exhibits" gathers together more than 20 curated collections of resources on topics from the Civil War to Japan/U.S. Navy relations; resources vary by exhibit but include documents, photographs, videos, related articles, oral histories, and links to off-site resources. "Commemorations" features collections of resources related to specific events, including the bicentennial of the War of 1812, the sesquicentennial of the Civil War, the Battle of Midway, and the 1941 attack on Pearl Harbor. Teachers may also find unique primary sources in "Art." The Naval Art Gallery offers more than 25 galleries including "Women in Uniform" and "The Invasion of Normandy." Additionally, the "Archives" section provides downloadable Commander Naval Forces Vietnam (COMNAVFORV) monthly summaries from 1966 to 1973 and links to other archives holding material on the U.S. Navy. "Navy Department Library" makes available naval documents from 1775 to the present day (note that the documents are presented chronologically by topic, with no distinction between primary and secondary sources). "Diversity" directs visitors to collections on women, African Americans, Asian and Pacific Islander Americans, Hispanic Americans, and Native Americans in the U.S. Navy. "Videos" indexes more than 90 video clips, some primary sources and some secondary. "Ships Histories" provides brief histories of specific ships, indexed by name, and "Aviation" provides data on different types of aircraft and aircraft carriers. "Bios" features more than 100 essays with images on naval figures. Teachers will need patience to navigate the site and uncover the primary sources available.