Bonus Post: How Thanksgiving Will Look in 2020, and Indigenous Lives Matter

November 23, 2020

Thanksgiving will look different this year not just due to the pandemic. It is still a holiday in which we should acknowledge our past and as I said in last year’s Thanksgiving post:

As we gather with family and friends this Thanksgiving, we should remember to not only express what we are thankful for but to also learn more about Native American culture and their perspectives about the holiday.

It is especially important now, even while times are hard, to remember what we are thankful for and find ways to safely connect with others. A number of articles including from The New York Times and The Wall Street Journal cover what we could do to have a safe holiday during the pandemic whether we are with our families or by ourselves this year. The Wall Street Journal for instance released articles “The Covid Thanksgiving: Outdoor Heaters, Virtual Meals, Grandma Stays Home” and “Traveling for Thanksgiving During the Pandemic? Here’s How to Stay Safe” that discuss the tough decisions people in the United States have to make and share information on what precautions that should be taken if one invites family over for the holidays.

The New York Times released articles as well to provide information on how to handle preparations for Thanksgiving during a pandemic. Anna Goldfarb’s “Solo on the Holiday? Reach Out” released advice for individuals who find themselves by themselves during the holiday. Goldfarb stated various ways to still enjoy the holidays as well as advice on dealing with being by oneself, and had shared more detailed explanations behind them:

  1. Plan ahead
  2. Accept whatever feelings bubble up
  3.  Identify what’s most important to you and focus on achieving it
  4. Take a social media break if you need it
  5. Be gracious and live in the moment
  6. Give back
  7. Rest up

Tara Parker-Pope wrote an article called “Serve Up Some Extra Precautions at Your Thanksgiving Table This Year” which discussed health concerns of the pandemic while sharing what one should do if they decide to invite family members outside of the household for Thanksgiving. Health officials recommend keeping home gatherings small, but it is better to not invite people who do not already live within the household. Parker-Pope also listed them with more detailed explanations behind them, and the following was what she stated in the article if one plans to invite people in the house:

  1. Assess the risk
  2. Ask your guests to take early precautions
  3. Move the dinner outside
  4. Reduce the time you spend together
  5. Wear masks during downtime
  6. Don’t share serving utensils and other items

The links of the previously mentioned articles I have discussed are posted below. In addition to what Thanksgiving would be like this year, I have also paid attention to more information available about indigenous people today and Thanksgiving since the post I wrote last year. I included a link to that post below for more about the history of Thanksgiving.

This past year, I attended the virtual AASLH Annual Meeting and one of the sessions I attended was called #IndigenousLivesMatter: Centering Voices of Indigenous People. The speakers were Fawn Douglas and Ashley Minner, and Patrick Naranjo was the moderator. Fawn Douglas is a member of the Las Vegas Paiute Tribe, where she previously served as a Tribal Councilwoman; she is an artist whose works include murals and performance that aims to shine a light on race, class, and gender to ask what it means to be Native in the contemporary. Ashley Minner is a community based visual artist from Baltimore, Maryland, and an enrolled member of the Lumbee Tribe of North Carolina. Minner’s current research focuses on the changing relationship between Baltimore’s Lumbee Indian community and the area where they first settled. Patrick Naranjo is the director of the American Indian Graduate Program at the University of California, Berkley. Naranjo has published several articles and continues to transform higher education experiences for Native and Indigenous people through the intersection of Native heritage, academia, and cultural concepts.

All three of them had a discussion about the history and the disparage of the American Indian identity and issue. They emphasized within the session that having some meaningful conversation builds awareness and revisits a narrative of fore change in the current context.  During the session, the speakers shared a number of resources on indigenous nations and to help us identify indigenous people who occupied the land first to help us acknowledge the people who live on the land we live on before us. This conversation is not only an important one to learn how we become better ancestors for future generations (the theme of the AASLH Annual Meeting was What Kind of Ancestor Will You Be?) but it is one of many important examples of why indigenous lives matter. Thanksgiving this year for me will be reflecting on what I am thankful for especially in the mist of the pandemic, and how to be a better individual by learning about indigenous culture as well as the issues that need to be addressed.

I hope everyone has a safe Thanksgiving!

I included an updated list of resources I shared in last year’s blog post on Thanksgiving and Native American culture. These resources came from research that I did on my own, and some that were shared during the AASLH session #IndigenousLivesMatter: Centering Voices of Indigenous People.

Links:

Thanksgiving: How We Are Changing the Way We Teach Kids Why We Celebrate

Solo on the Holiday? Reach Out

Serve Up Some Extra Precautions at Your Thanksgiving Table This Year

The Covid Thanksgiving: Outdoor Heaters, Virtual Meals, Grandma Stays Home: Is it safe to have Thanksgiving? As coronavirus cases surge, families face difficult decisions.

Traveling for Thanksgiving During the Pandemic? Here’s How to Stay Safe The Covid pandemic has thrown uncertainty into this year’s celebrations. Here are tips for those who are getting on the road—or staying at home

Resources:

Thanksgiving:

Getting Through The Holidays During The Pandemic

How to watch this year’s Macy’s Thanksgiving Day Parade — and what to expect

Five Ideas to Change Teaching about Thanksgiving, in Classrooms and at Home

Indigenous People, Land, Et. Cetera:

Native Knowledge 360° Essential Understandings about American Indians

The Yup’ik People and Their Culture (#arcticstudies)

Honor Native Land: A Guide and Call to Acknowledgment

Smithsonian National Museum of Natural History, Arctic Studies Center

Check Out Indigenous Cinema With the National Museum of the American Indian

Smithsonian Arctic Studies Center in Alaska

Native Land

Protesters demonstrate against ICE near downtown Las Vegas

Ashley Minner Community Artist

Fawn Douglas Art

U.S. Department of Arts and Culture

Indigenous Digital Archive

IDA Treaties Explorer

Locations of North American Native Nations and Cultural Institutions

What Are You Reading? A List of Books Shared

November 5, 2020

“Remember, remember the fifth of November…”

I remembered that today is Guy Fawkes Day so I had to acknowledge it before I started the blog post. Anyhow, last month I released a post on the books I wanted to read for the rest of 2020. I asked you all what you are reading, and below is a selection of books that have been shared with me through social media.

  1. Ron Chernow’s Grant

From the writer of Washington and Hamilton, Ron Chernow wrote a biography of another general and president: Ulysses S. Grant. Chernow’s biography provides an understanding of the general and president who faced frequent changes in successes and failures in his career and personal life. For more information, check out the link for the book here.

2. Tejano Patriot: The Revolutionary Life of José Francisco Ruiz, 1783–1840 by Art Martínez de Vara

Art Martínez de Vara wrote a biography of one of the important figures in Texas history. The biography takes a closer look at the life of José Francisco Ruiz and his contributions go beyond being one of two Texas-born signers of the Texas Declaration of Independence. Ruiz went through a transformation during the war of Mexican independence from a conservative royalist to one of the steadfast liberals of his era. For more information, check out the link for the book here.

3. Frederick Jackson Turner: Historian, Scholar, Teacher by Ray Allen Billington

Written in the 1970s, Billington wrote a biography of the historian Frederick Jackson Turner who was known for his paper on “The Significance of the Frontier in American History,” that was presented at the 1893 American Historical Association meeting held in Chicago. For more information, check out the link about Turner here and for the biography here.

4. Brief History of History: Great Historians And The Epic Quest To Explain The Past by Colin Wells

Wells goes into brief detail about history that is described history as a living idea. Also, it provides summaries of historians and their important works. For more information, check out the link for the book here.

5. John Arnold’s History: A Short Introduction

Arnold released an essay about how we study and why we study history. For more information, check out the link for the book here.

6. Alun Munslow’s History of History

Munslow wrote a book which confronts several basic assumptions about the nature of history. For more information, check out the link for the book here.

7. A Relentless Spirit: Catharine Ladd by Patricia Veasey

Patricia Veasey wrote about Catherine Ladd who was an innovative educator and writer. She juggled marriage with numerous children, established and conducted female academies, contributed poetry for publication, wrote and produced plays, helped raise funds for rebuilding her war-ravaged town, and submitted political commentary—all within 19th century cultural constraints. For more information, check out the link for the book here.

8. Intentional Practice for Museums: A Guide for Maximizing Impact by Randi Korn

Korn wrote on how the idea of intentional practice grew from a confluence of political concerns, observations of museum in the marketplace, and the increasingly deafening call for museums to be accountable. Also, it describes the seven principles of intentional practice and provides basic intentional-practice strategies, exercises, and facilitation questions. For more information, check out the link for the book here.

9. Hamnet by Maggie O’Farrell

A novel written by O’Farrell, Hamnet is set in England in the 1580s during the plague. For more information, check out the link for the book here.

10. Pull of the Stars by Emma Donohue

Donoghue’s novel is set in Ireland in 1918, and it is about a nurse working in an understaffed hospital where unexpected mothers were quarantined together after coming down with a terrible new flu. For more information, check out the link for the book here.

If you would like to share what you are reading or are planning to read, please let me know in the comments. Have you read the books above? If you have, what do you think of them?

Here is the link to the previous book list I wrote last month: Books I Want to Read for the Rest of 2020

Virtual Museum Impressions: Peabody Essex Museum

October 29, 2020

Since it has been a while, I decided to plan another virtual trip to a museum. In a previous visit to Salem, Massachusetts, I was not able to visit the Peabody Essex Museum and decided to write about my virtual experience. According to their website, the Peabody Essex Museum is a museum of international art and culture that is dedicated to connecting art to the world. Also, the staff and board strive to create experiences that transform people’s lives by broadening their perspectives, attitudes, and knowledge of themselves and the world through exhibitions, programs, publications, media, and other related activities.

During my visit to the Peabody Essex Museum, I took virtual tours of their exhibits that were available on their website. Each tour has a 360-degree experience within their spaces powered by Matterport Lightshed Photography Studio; to move around in the space, I clicked on the rings and used the mouse to zoom in/out, and to look all around. The exhibits I explored were Jacob Lawrence: the American Struggle, Asian Export, Fashion & Design, Maritime, Where the Questions Live, Art & Nature Center, and Powerful Figures.

Jacob Lawrence was a leading modern American painter and the most prominent black American artist of the time. In the exhibit Jacob Lawrence: the American Struggle, his pieces were his responses to the fraught national political climate and according to the exhibit panel he wanted to visualize a more complete American history through word and image. The exhibit is a series of 30 paintings that interpret pivotal moments in from the American Revolution and the early decades of the republic between 1770 and 1817; his goal was to revive the struggles of the founding fathers and underrepresented historical figures in his art for his day and for future generations.

A couple of the paintings include ones that interpret the Boston Tea Party and Paul Revere’s Ride. Each painting included a quote from historical figures or primary sources on the side panels next to them. For instance, his interpretation of the Boston Tea Party had a quote from a song of 1773 which stated:

Rally Mohawks!

            Bring out your axes,

            and tell King George

            we’ll pay no taxes

            on his foreign tea…

While exploring the exhibit, I thought that the interpretations were interesting and visually striking especially since I was used to seeing paintings like the Signing of The Declaration of Independence by John Trumbull as an example of historical interpretation in art. I believe Lawrence achieved his goal with his painting series and I enjoyed the virtual experience.

The Peabody Essex Museum not only provides virtual tours but there are also at-home programs inspired by the museum. For instance, there is a program called PEM Pals that is located on PEM’s YouTube channel. PEM Pals is a weekly program dedicated to art, stories and learning for children under the age of 5 and their caretakers; each new episode are streamed at 10:30am Eastern Standard Time on Wednesdays. There is also Drop-In Art Activities that provides video tutorials to create various projects including but not limited to: milk jug elephants, egg carton ladybugs, cotton swab tree painting, plastic bottle chandelier, map making, and bubble bottle. Another example of at-home programs is Explore Outside in which participants are encouraged to go outdoors to investigate the world with nature-based activity sheets for bird watching, neighborhood tree trek, and scavenger hunts.

One of the exhibits that are available in person with a sample of objects from the exhibit available online was The Salem Witch Trials 1692. It is on view from September 26, 2020 to April 4, 2021. The exhibit explored the hysteria that involved more than 400 people and led to the deaths of 25 innocent people (men, women, and children) between June 1692 and March 1693. There are many unfounded theories about the Salem Witch Trials about how the hysteria started, and interest in the Trials still persist to this day. If you are able to see it in person, I recommend visiting this exhibit.

I hope to visit the Peabody Essex Museum in person one day. To learn more about the Museum, check out the links below.

Happy Halloween!!

Links:

Peabody Essex Museum

The Salem Witch Trials 1692

Learning from 1692 by Dinah Cardin

Virtual Tours

Halloween in the Museums 2020

October 23, 2020

I decided to write a bonus post to share some examples of activities museums are doing for Halloween during this pandemic. While Halloween will look different this year, there are ways to still celebrate while being safe. Museums, whether the experience is virtual or in person, are a great example of resources on what to do this Halloween season. Each one on the list I have complied below includes a link with more information about each of these museums and events. Also, each listing that has in-person gatherings include safety guidelines to protect one another while participating in the events.

The following list includes:

Children’s Museum of New Hampshire: They have both Halloween kits for pick up and a virtual experience combining the fun of Halloween and science.

New York State Museum: New York State Museum’s Halloween Spooktacular is a series of free virtual experiences featuring storytelling, craft demos, science, and a close-up look at the Museum’s costume collections.

Litchfield Historical Society: There is an event called Scarecrows in the Meadow in which families can socially distant walk through displays of scarecrows while enjoying games and self-guided crafts. The event is ongoing until October 31st.

Queens County Farm Museum: There are a number of events occurring at this museum including Halloween on the Farm which is family friendly includes admission to the Amazing Maize Maze, hayrides, kids crafts at the Con Edison Ecology booth and trick-or-treating with the farm animals.

Norwalk Historical Society: This virtual event is a fundraiser that is selling tickets, $10 per household, for the movie Haunting at Mill Hill. Once the tickets are purchased, the movie link will be sent to the email used to purchase the tickets.

New York Botanical Garden: The Great Pumpkin Path, October 3 – November 1, 2020, 10 a.m.–6 p.m.

Mount Vernon Fall Harvest Festival: If you are in the area, there is a harvest festival at George Washington’s home, Mount Vernon. October 24-25, 2020.

Green-Wood Cemetery: The cemetery is celebrating Día de Los Muertos starting on October 23rd, and a community altar will be installed in the Historic Chapel.

This is not a complete list. I hope this list will be a starting point for anyone looking for something to do this Halloween. If you know of other museums doing virtual and/or in-person events for Halloween, please share in the comments.

I have also included a link to the post I wrote last year which includes the history of Halloween here: The History of Halloween and How Museums Celebrate

What are your plans for Halloween this year?

What Kind of Ancestor Will We Be? AASLH Asks Us During the First Virtual Annual Meeting

October 22, 2020

As I prepare to go through the virtual sessions I had participated in, the ones I did not get a chance to participate in live, and ones that were pre-recorded, I thought I would do a recap on the rest of the AASLH conference that concluded on September 30th. This conference theme was “What Kind of Ancestor Will You Be?” and each session I attended and the ones that I will continue to attend after they were live addressed this question. The recordings are available until November 11th.

I previously stated in my blog post on the first day of the AASLH conference:

AASLH’s staff worked really hard to make this year’s conference a virtual one. Originally, this conference was going to be in Las Vegas, Nevada. If it were still in Las Vegas, I would not be able to go since I would not be able to afford the airfare in addition to the hotel and conference rate. While I do like to be in person when I participate in professional development programs, I like that by making this year’s conference virtual it is a little more accessible for more people to participate in. Also, at the time I was attending the first session there were 2,245 conference attendees and I believe it was at least more than half of the conference attendees that attended last year. Since the conference is online this year and that I was able to receive a scholarship to attend, I decided to attend this year’s conference to learn more to develop my skills as a museum and history professional.

Since I made the above statement, at the time of the last day of the sessions, the number of participants increased to 2,400 participants. I still agree that by making this year’s conference online it is a little more accessible for more people to participate, and the number of participants this year proved having a virtual conference is beneficial. Therefore, I believe hybrid conferences should be planned to make conferences as accessible as possible.

During the conference, I thought about my answers to the question “What Kind of Ancestor Will We Be?” and I know what kind of ancestor I want to be. I will be the ancestor who continues to learn about the world around me, to listen to other people’s experiences and dedicate my actions to working on a better world until we can truly say all lives matter, to remember to acknowledge my privilege, and to be able to share the lessons I have learned to the next generation. It is also important for all of us to acknowledge that the United States itself is a country of immigrants, including my family; my maternal great-grandfather immigrated to the United States from Italy and my paternal great-grandfather immigrated to this country from England in the early 20th century. I also thought about previous generations like my great-grandfathers pondering similar questions on what legacy they would leave behind.

I have learned a lot in those days, and I included a highlight of the Twitter conversation I participated in while engaging in conversations during the sessions. It would be extensive to include everything in this post, and to see and participate in the dialogue follow the Twitter hashtag #AASLH2020.

Here is the highlight from the rest of the AASLH conference:

Virtual Exhibit Hall

Link:

#AASLH2020: Day 1: https://wp.me/p8J8yQ-18K

Books I Want to Read for the Rest of 2020

October 1, 2020

It has been a while since I released a list of books that I am interested in reading on this site. I decided to compile a list of books that I either already have in my collections that I want to read (or re-read) or books that I have heard about and I want to put on my list of books to read. There are a few books on the list that I was introduced to during the American Association for State and Local History (AASLH) virtual conference in the Author Talks sessions. This is not a complete list of books but rather it is a sample of books I would like to read. I plan to write a couple more posts to add more books to the list until the end of 2020, and then I will start another list of books for 2021. Here is the following list:

  1. Doing Women’s History for the Public: A Handbook for Interpreting at Museums and Historic Sites by Heather Huyck https://rowman.com/ISBN/9781442264175/Doing-Women’s-History-in-Public-A-Handbook-for-Interpretation-at-Museums-and-Historic-Sites
  2. Exploring the History of Childhood and Play through 50 Historic Treasures by Susan A. Fletcher https://www.amazon.com/Exploring-Childhood-Historic-Treasures-Americas/dp/1538118742/
  3. Why Learn History (When It’s Already on Your Phone) by Sam Wineburg https://press.uchicago.edu/ucp/books/book/chicago/W/bo23022136.html
  4. A Leader’s Guide to Solving Challenges with Emotional Intelligence by David R. Caruso, PhD and Lisa T. Rees, ACC, MPA. https://www.goodreads.com/book/show/38899539-a-leader-s-guide-to-solving-challenges-with-emotional-intelligence
  5. Exploring Women’s Suffrage through 50 Historic Treasures by Jessica D. Jenkins https://www.amazon.com/Exploring-Suffrage-Historic-Americas-Treasures/dp/1538112795
  6. Leadership Matters Leading Museums in an Age of Discord, Second Edition by Anne W. Ackerson and Joan H. Baldwin https://www.amazon.com/Leadership-Matters-Leading-American-Association/dp/1538118319

What books are you reading in 2020? It does not have to be books about the museum field nor about history. I will be releasing a blog post about this year’s AASLH Annual Meeting and Conference soon. In the meantime, check out the conversations on Twitter using the hashtag #AASLH2020 and I will post some pictures (well…screenshots) from the conference on the Looking Back, Moving Forward in Museum Education’s Facebook page and Instagram.

Also check out a previous list I wrote a few years ago here: https://wp.me/p8J8yQ-1s

And here is a list I wrote for 2019: https://wp.me/p8J8yQ-we

#AASLH2020: Day 1

September 24, 2020

AASLH Conference 2020

Earlier today was the first day of the virtual American Association for State and Local History (AASLH) conference. This year’s theme is “What Kind of Ancestor Will You Be?” It was an engaging and thought provoking first day with sessions focusing on being aware of our blind spots in terms of diversity and we could learn more about women in history through generations. I have included some tweets I released throughout the first day below with brief explanations of what session each tweet is referring to. The first thing I will address is

AASLH’s staff worked really hard to make this year’s conference a virtual one. Originally, this conference was going to be in Las Vegas, Nevada. If it were still in Las Vegas, I would not be able to go since I would not be able to afford the airfare in addition to the hotel and conference rate. While I do like to be in person when I participate in professional development programs, I like that by making this year’s conference virtual it is a little more accessible for more people to participate in. Also, at the time I was attending the first session there were 2,245 conference attendees and I believe it was at least more than half of the conference attendees that attended last year. Since the conference is online this year and that I was able to receive a scholarship to attend, I decided to attend this year’s conference to learn more to develop my skills as a museum and history professional. I also thought about my answer to this year’s conference theme:

One of the sessions I attended was #MeToo, and #BlackLivesMatter: Black Women Leaders Overcoming the Double Burden. In the session, the speakers revealed a number of disturbing statistics on how many people make up the museum leadership in the entire country:

Meanwhile 85 percent of the individuals in museum leadership roles are white men. This shows that we still have a way to go to making the museum field more diverse. We should not expect that when we fulfill one criteria for diversity our work is done because our society is continuously changing, and we need to continue to learn how to be better organizations.

Another session I attended was Generations of Women: Complicating Traditional Timelines which focused on three case studies of researching women’s history through using sources found from census records, books, articles, et. cetera and generations of their families. The speakers discussed how keeping track of what happened in history through generations rather than dates because people can relate to generations since we all belong to generations.

The previously listed sessions and tweets were just a sample of what I did today. I learned so much, and I look forward to learning more in the next few days (until September 30th).

Follow me on Twitter, @Steward2Lindsey, to see my thoughts and reactions in real time. If you would like to attend the conference, click on the AASLH conference page.

Stay tuned!

Virtual Museum Impressions: Mount Vernon

April 9, 2020

While I was sharing previous blog posts about my impressions of museums I visited, I thought about the museums I have not visited in the past and decided to make a virtual trip to one of them. I remember as a child I visited Monticello, the home of the third president of the United States Thomas Jefferson. My family and I were not able to visit Mount Vernon, the home of George Washington the first president of the United States, while we were in Virginia. Therefore, I decided to virtually visit Mount Vernon and its grounds for today’s blog post. My whole visit was overwhelmingly impressive, and the Mount Vernon Ladies Association’s efforts have proven its significance in our nation’s history will never be overlooked.

I visited every part of George Washington’s house and property including but not limited to his farms, gardens, hired and enslaved living quarters, and a gristmill. Even though I aimed to see everything in one visit, there is a ton of information to soak in so as if I was visiting Mount Vernon in person I would need to plan to make more than one visit to potentially see everything and learn all I could about the mansion. Within the tour, there are videos from both Mount Vernon staff and characters of George Washington, Martha Washington, and the enslaved servants discussing what it was like to live and work on the Mount Vernon property. At each point of the virtual tour, there are cursors that once clicked on it will share more information about an item in the collections and about the historic preservation process.

The Mansion has approximately fourteen rooms that were set up and preserved as if the Washingtons were still living in their home. On the first floor, it contains the more formal parts of the Mansion, including the dining rooms, parlors, central hall, and Washington’s study. Inside the Mansion, there is an entryway called the Central Passage which is the place where visitors who came by carriage through the west front drive (the front of the house) were greeted. The Mansion also has a two-story piazza located on the east front (facing the Potomac River); it was treated as an outdoor room, serving afternoon tea to visitors and family members seated in simple Windsor chairs. Not only there is a view of the Potomac River, there is also a view of the wooded area that was originally an 18-acre deer park. On the second floor, there are six bedrooms and one of them is the Washingtons’ bedroom. On the third floor, includes a number of rooms that were used for storage and living space, and provides access to the cupola. The cupola was added to the Mansion to help cool the house, as it draws hot air out through open windows; by providing a strong vertical axis, the cupola also helps disguise the asymmetry of the west facade, facing the bowling green (the grounds in front of the Mansion). Washington’s home is not the only building on the property.

Washington’s estate also includes more than a dozen outbuildings where more than fifty enslaved men and women learned trades to make tools and textiles, care for livestock, process food, and construct and repair many of Mount Vernon’s buildings, including the Mansion itself. Some of the buildings include the blacksmith shop, smokehouse, stable, spinning house, and many more. There were also four gardens: the upper garden, lower garden, botanical garden, and a flower garden and nursery. Each garden served different purposes including providing food for the Mansion and experimenting with new plants. Washington also had a farm called the Pioneer Farm where enslaved workers put Washington’s innovative farming and fishing practices, hoe fields, cook over a fire, sheer sheep, and harvest crops into practice. Also, on the estate there was a distillery and a gristmill; today, the property has fully functioning reconstructions of the distillery and gristmill where George Washington’s whiskey, flour, and cornmeal were made.

The estate is also the location of the tombs and memorial where the Washingtons and enslaved individuals were buried and are remembered. There are two tombs: the old tomb where the Washington family were originally buried and the new tomb that was constructed under George Washington’s request; then the whole family located in the tomb were relocated to the new one. Also, there is a slave cemetery where the Mount Vernon staff is conducting an ongoing archaeological survey of the Slave Cemetery on the estate. According to their website, they stated about the slave cemetery:

From an archaeological standpoint, the best way to commemorate the lives of those free and enslaved individuals who lived and died at Mount Vernon is to thoroughly document the locations of individual burials on the landscape.

Mount Vernon also has a memorial dedicated to the enslaved individuals which is located about 50 yards southwest of George and Martha Washington’s tomb, on a bluff above the Potomac River.

The previous information I learned about Mount Vernon is only some of what I have learned in virtual tour. I recommend learning more about George Washington and Mount Vernon through not only the virtual tour but also through the education resources available on the official website. What I learned from this tour is the staff at Mount Vernon are continuously dedicating their efforts to preserve its history as well as investigate the untold stories the estate holds.

Links:

https://virtualtour.mountvernon.org/

https://www.mountvernon.org/

Upper Garden Livestream: https://www.youtube.com/watch?v=lqQi93Ao65Q

Curiosity about History: What Does this Mean for Museum Educators?

February 27, 2020

Earlier this month, the American Alliance of Museums released a blog post called “Curiosity About History is Growing Across Generations, a New Survey Finds” by Conner Prairie President and CEO Norman Burns. The blog post revealed survey results from a survey conducted by Connor Prairie, Indiana’s first Smithsonian affiliate museum which is an outdoor museum that inspires curiosity and fosters learning by providing engaging and individualized experiences for everyone. They wanted to find out what individuals thought about history and museums since the general initial impressions of museums is each one focuses on one discipline (i.e. history, art, science) or one type (i.e. children’s, zoological, and nature). Also, they found that similar surveys have not been conducted in decades which was why they decided to conduct their own national survey. After examining the results, they emphasized how museums have the potential for so much more than a house for collections and museums will continue to evolve with the changing society. Once I read the blog, I kept thinking about what the survey results mean for museum educators teaching programs in history and decided to share a few examples from the blog post to illustrate how museum educators can utilize the results for their practices.

Museum educators in history museums, historical societies, and historic house museums in recent years have been learning to incorporate other disciplines to provide well-rounded experiences for the audiences they teach. In my experience as a museum educator, I developed my skills in teaching not only history but also art and STEM (science, technology, engineering, and mathematics). All museum educators, including myself, could benefit from finding out from their audiences how to best create memorable and educational experiences. This survey is an example of what we can take away about how we can harness the increasing interest in history. In the post, Burns pointed out museums role in helping individuals connect with history:

The survey found that, second only to gatherings with their families, Americans most often mentioned visits to museums and historic sites as the situation that makes them feel most in touch with history. When asked which sources they most trusted for knowledge of the past, Americans put museums and historic sites first, ahead of grandparents, eyewitnesses, college professors, history books, movies, television programs, and high school history teachers. The survey demonstrated that America’s history museums have broad appeal and respect, while also having a real personal impact on Americans. People connect with the past when they visit museums and historic sites, and award these institutions a credibility that is greater even than an eyewitness’s account or a grandparent’s memory.

I have seen visitors who came to the museums I worked for tell me about what book, television show, movie, etc. that inspired them to visit this museum and asked questions confirming whether or not the information they learned in other mediums was accurate. For instance, at the Three Village Historical Society, which works within the community to explore local history through education, I spoke with visitors who came to see the Historical Society’s exhibit about the Culper Spy Ring (who collected intelligence during the Revolutionary War for General George Washington) because of the AMC television show Turn about the Culper Spy Ring. A lot of questions I received were how accurate the show was to what happened during the Revolutionary War and how the Culper Spy Ring operated. Museum professionals should make sure that their research is up to date when anything new is discovered so the narrative presented in programs and exhibits are accurate especially since our institutions are seen as credible sources of information.

The survey also pointed out that history museums are the number one most trustworthy source of information in America. Therefore, museum professionals, especially museum educators, have been doing something right for survey participants to state history museums are the most trustworthy source of information.

Burns continued to share results from the survey and some of the findings including why history is valuable to us personally, to our communities, and to our future. According to the survey,

96 percent of Americans believe it is important to look at our history to inform our future.

91 percent of Americans agree that it is important that people learn about history to build a strong foundation for the future.

42 percent of Americans now have a higher level of curiosity in history as compared to this time to last year.

Millennials showed the highest level of increased curiosity, at 55 percent, compared to 42 percent of Gen Xers and 28 percent of baby boomers.

These results show increasing interest in and curiosity about history within generations in America, and it is important to also appeal to the younger generations who seem to be the most interested in learning about history especially since a large number of individuals see history as a way to inform the future. Also, other results from the survey revealed that Americans believe in history museums can stress the importance of protecting the environment and develop critical thinking skills. Museum educators should learn about the communities their museums serve, and with survey results like this one we are able to evolve with the communities we are a part of.

Links:

https://www.aam-us.org/2020/02/03/curiosity-about-history-is-growing-across-generations-a-new-survey-finds/

https://www.connerprairie.org/

https://www.connerprairie.org/new-survey-nine-in-10-americans-say-our-past-should-inform-our-future-curiosity-in-history-expands-across-generations-with-millennials-leading-the-way/

Art and History Museum Perspectives on Storytelling

February 13, 2020

I decided to revisit storytelling in museum programming to continue discussing its importance from not only the history museum perspective but from the art museum perspective as well. In my previous blog post “Interpretation: The Importance of Storytelling in Museum Programs”, I discussed about the focus of storytelling in history museums, historic house museums, and historic sites to help visitors relate to or identify with the narrative they presented. This blog post also shared my experience in storytelling at the Connecticut historic house museums I worked for. These experiences are part of a small sample of examples of storytelling in museum programming, and it is important to address more perspectives on storytelling.

Art museums, for instance, have the ability to incorporate storytelling within their museum programming. What I think is interesting about art is each piece has varying emotional interpretation with each visitor who views it. Also, there are varying kinds of art styles art museums hold within their collections visitors could view on display such as contemporary, modern, 19th century art, Renaissance art, and abstract. Rather than focusing on being vessels for collections, museums and museum programs have the ability to help people make deeper connections to them. I previously worked at the Long Island Museum and facilitated a program called In the Moment, which helped elders with Alzheimer’s and dementia connect with art pieces, music, and artifacts to spark their memories and encourage them to share their memories. As I observed the participants hold onto replications of pieces in the exhibit, I noticed how happy they become as they describe the memories of family members and places the objects remind them of. Storytelling has a powerful way of expressing emotions, and by making storytelling in museum programs more inclusive it will help visitors create a deeper connection with the collections.

Earlier this month, the American Alliance of Museums (AAM) released a post called “The Transformative Power of Inclusive Storytelling in Museums” in which Makeba Clay (the Chief of Diversity at The Philips Collection) discussed how art can create a deeper connection to our own narratives and our well-being. Clay also described the powerful connections they had when visiting The Philips Collection exhibits. The post continued to make arguments for improving the quality of storytelling within art museums. One of the points Clay made in the post that I find important about all museums is that

At the heart of powerful storytelling, whether through art, science, history, or other focuses explored by museums, lies a strong command of diversity, equity, accessibility, and inclusion (DEAI). By exhibiting work related to my own cultural heritage, TPC facilitates access to memories, emotions, and inquiry intimately tied to my understanding of place, identity, and community. In order to continue catalyzing powerful moments of beauty, empathy, and connection—like the one I experienced that day—museums must find ways to incorporate comprehensive DEAI into who, how, when, where, and why they tell stories. As a field, it is therefore incumbent upon museums to continue expanding their capacity to steward these values in all aspects of institutional life, including but not limited to staff, board, and volunteer composition and development; organizational strategy and operations; facilities design and upkeep; collections and archiving practices; community engagement; and programming.

All museums should be working to incorporate diversity, equity, accessibility, and inclusion; recent professional development programs I participated in suggest that museums are working towards improving the quality of DEAI museum programs. When museum programs’ storytelling allows for more diversity, equity, accessibility, and inclusion, museums can help visitors who have not been previously been affected foster deeper connections with the collections. Also, the more we include in inclusive storytelling the more people will be able to develop deeper empathy for and connection with other people’s stories than they had before. I also believe the values storytelling introduce in museum programs should be extended in museum operations since we would not be able to truly be an empathetic, equitable, diverse, and inclusive if our institutions do not set an example within our operations for our staff, boards, and volunteers.

We are still on our way to creating museum programs with more inclusive storytelling but there is always room to include more, and all museums have the capacity to incorporate storytelling within their programs.

What are some examples of inclusive storytelling have you witnessed or have been immersed into?

Links:

https://www.aam-us.org/2020/02/05/the-transformative-power-of-inclusive-storytelling-in-museums/

https://lookingbackmovingforwardinmuseumeducation.com/2019/10/03/interpretation-the-importance-of-storytelling-in-museum-programs/