End of the Oregon Trail Interpretive Center [OR]

Description

The End of the Oregon Trail Interpretive Center presents the history of the Oregon Trail, one of the historically most widely used routes of migration within the United States. Its period of most concentrated use was the Great Migration of 1843, also known as the Wagon Train of 1843. The site includes a visitor's center and gardens with period plants.

The center offers interpreters in period dress, hands-on activities, exhibits, cedar carving demonstrations, and a garden.

In Our Own Time: Native American Timekeeping

Quiz Webform ID
22411
date_published
Teaser

It’s American Indian Heritage Month, but by whose calendar? Decide if these statements are true or false.

quiz_instructions

When Europeans arrived in North American, they brought their own calendars and understanding of the passage of time. Native peoples, they found, related to time in ways both similar and very different. Decide whether the following statements on Native timekeeping practices are true or false.

Quiz Answer

1. Winter counts, kept by the Lakota people, mark each year in a Lakota band's history with a picture depicting an important event. For the year 1833, many Lakota winter counts show the same event: stars falling from the night sky.

True. In the winter of 1833, the Leonid meteor shower, visible each November, blazed with extraordinary strength. The falling stars caught the attention of people throughout North America, and many Lakota bands chose the shower as the event to stand for the year. Later in the 1800s, ethnologist Garrick Mallery (1831-1894) identified the pictures as standing for the meteor shower, allowing scholars to match the years of the winter counts with the European calendar.

2. Prior to introduction to European calendar systems, the Native peoples of Alaska used peg calendars, wooden calendars in which a peg was moved forward in a series of holes day by day to mark the passage of time.

False. Russian colonists and missionaries introduced peg calendars to the Native peoples of Alaska so that they could track the holy days of the Russian Orthodox Church. Russian contact with Alaskan cultures began in the 1700s, and settlement of the region, accompanied by cultural exchange, continued until 1867, when the U.S. purchased Alaska from the Russians. Peg calendars remained in use into the 20th century.

3. The Winnebago Native Americans recorded time using calendar sticks, in which notches were cut to signify important events, lunar cycles, years, and other units of distinction and division.

True. The Winnebago Native Americans did use sticks to record the passing of time in this manner. However, the use of calendar sticks was not limited to the Winnebago. Other Native American groups throughout North America used sticks, including the Pima, the Osage, and the Zuni. The markings on sticks and their daily and ceremonial use varied from region to region and people to people.

4. The Hopi calendar divides the year into four sections. Spirits known as katsinas (or kachinas) visit the Hopi people in two of these sections, alternating with the two sections free of the spirits.

False. The Hopi calendar divides the year into two halves, one beginning around the summer solstice (June 20th or 21st) and the other with the winter solstice (December 21st or 22nd). After the winter solstice, katsinam, benevolent spirits, visit the Hopi people, personated by Hopi men in masks and costumes. Following the summer solstice, the katsinam leave the Hopi again.

For more information

nativeamericans_ctlm.jpg The Smithsonian National Museum of Natural History's online exhibit Lakota Winter Counts displays the images from 10 winter counts. Annotations describe what each image represents, and the website offers a teaching guide and other resources. Check the entries for the winter of 1833-1834 to see the counts' depictions of the 1833 meteor shower.

The website Alaska's Digital Archives includes a collection of digital resources, including photographs and documents, on Alaskan Native history. A photograph of a 1900s peg calendar, decorated in Aleut or Alutiiq style, can be found here.

The National Watch and Clock Museum provides a travelling trunk program that includes a "Native American Timekeeping Travel Trunk." For a $50 fee plus shipping charges, you can check out the trunk, which contains background material on calendar sticks, winter counts, and the Aztec calendar, as well as samples of and directions for related crafts.

Rainmakers from the Gods: Hopi Katsinam, an online exhibit from Harvard's Peabody Museum of Archaeology and Ethnology, follows the ceremonies of the Hopi year and includes pictures of katsina dolls associated with each ceremony.

To find more resources on Native American history and culture, check out the History Content section of our website. Select the section that corresponds with the material type you'd like to find—Website Reviews points you toward quality websites, Online History Lectures catalogs online audiovisual presentations, and History in Multimedia collects field trip possibilities from across the country. In the search boxes, choose "American Indians" from the dropdown "Topic" menu, or enter the specific keywords you'd like to find resources on in the "Keywords" box and hit "Submit."

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Upsala Area Historical Society [MN]

Description

The Upsala Area Historical Society seeks to preserve and share the history of the farming community of Upsala, Minnesota. To this end, the society operates a museum located within the 1913 Axel Borgstrom House. Exhibits cover local and state history, as well as the area's Swedish heritage.

The society offers exhibits. The website offers historical photographs.

Teaching with Artwork

Date Published
Image
Photo, The Midnight Ride of Paul Revere, July 15, 2008, IslesPunkFan, Flickr
Photo, The Midnight Ride of Paul Revere, July 15, 2008, IslesPunkFan, Flickr
Article Body

What first comes to mind when you hear the phrase "primary sources?" Famous documents such as the Declaration of Independence? Newspaper articles reporting on Pearl Harbor? Letters from soldiers during the Civil War? Maybe you think of visual sources—antique maps or Lewis Hine photographs.

But what about artwork? What does a 1796 portrait of George Washington tell us—about the man, about the time, about the artist? What does an 1851 painting of Washington crossing the Delaware say? It can't be a primary source for the actual crossing, but what information does it convey about American mythology and historical understanding? What information can students bring away from a piece of art?

Like all primary sources, artwork offers unique opportunities and pitfalls when introduced to the classroom. Carolyn Halpin-Healy, of the Metropolitan Museum of Art, suggests seven steps students (and their teachers) should take when approaching art. After processing their initial emotional reactions and describing what they see, students move on to considering the art's original context and historical connections. They then reassess the piece using their new, fuller understanding.

For a sense of this process—though not a full exploration—watch professor David Jaffee analyze two 19th-century artworks, a family portrait and a popular print.

Interested in trying out this approach for yourself? For a ready-to-run lesson, EDSITEment's "Midnight Ride of Paul Revere: Fact, Fiction, and Artistic License" guides high school students in interpreting a 1931 painting of Paul Revere's ride.

If you have the time and resources for a field trip, search Teachinghistory.org's Historic Sites and Museums database for museums where students can examine art in person. Also consider contacting local museums about professional development opportunities—they may offer pre-trip orientations for teachers or workshops focusing on teaching with art.

If you can't take your students to the art, bring the art to them. The Internet hosts a wealth of virtual collections from museums across the country (and the world). Wherever you live, your students can draw on the resources of the
National Portrait Gallery
or the Smithsonian American Art Museum. A keyword search for "art" in Teachinghistory.org's Website Reviews brings up more than 150 archives and exhibits, free to access online.

And for suggestions of even more resources, see how our co-director, Daisy Martin, answers the question, "What resources or techniques would you recommend for teaching using art and its analysis in the social studies/U.S. history classroom?" in Ask a Master Teacher.

Sleuthing with Maps

Description

From the MAGPI website:

Maps are windows to the cultural, political, and physical world around us. They capture a space in time and define it according to parameters set by the mapmaker for an intended audience. Who is that audience? What did they want to know? What did the mapmaker want to portray? Why? Delve into an exploration of historical maps and the surprises they yield.

Objectives:

Participants will be able to:
• Understand the parts of a map and their relevance to historical investigation
• Demonstrate improved observation and questioning skills based on the careful analysis of historical maps

Tasks in brief:
• Identify the general parts of a map
• Identify characteristics of a map that aid historical analysis
• Use these characteristics to analyze pre-selected historical maps

Registration Deadline
Sponsoring Organization
MAGPI, Library of Congress
Target Audience
Teachers, curriculum specialists, staff development trainers, librarians and university instructors, media specialists
Start Date
Cost
Free, must be a member of MAGPI
Duration
One and a half hours

United States Lighthouse Society, Chesapeake Chapter [VA]

Description

The Chapter focuses on implementing the U.S. Lighthouse Society's goals in the Chesapeake Bay area, particularly with regard to the lighthouses and lightships of Virginia and Maryland: It seeks to preserve and restore existing lighthouses and protect, preserve, and disseminate lighthouse history.

The chapter offers educational programs (specifically, speakers available for school presentations).

Memphis Heritage [TN]

Description

The organization works to educate and coordinate individuals and groups to save, improve, reuse, and maintain architecturally and historically significant buildings, open spaces, streets, neighborhoods, parks, and cultural artifacts of Shelby County, Tennessee.

The organization offers tours.

Harrison County Historical Museum [Texas]

Description

Located in the historic Ginocchio Hotel in the Historical Ginocchio District, the county's museum houses an extensive collection of Caddo Indian artifacts; antique toys; Civil War memorabilia; and mementos from famous citizens of Harrison County, including Lady Bird Johnson, George Foreman,, Bill Moyers, Y.A. Tittle, and James Farmer. A "Hands On" history room contains activities for children of all ages, and the Research Library offers resources for genealogical research.

The museums offers exhibits and research library access.