Interpreting African-American History: Best Practices from the AASLH Annual Meeting

By Rikki Davenport, Curator of Education

On September 19th, I had the honor and pleasure of chairing and presenting a panel discussion at the 2014 American Association for State and Local History (AASLH) Annual Meeting in St. Paul, Minnesota. The meeting’s theme, Greater Than the Sum of Our Parts, focused on the opportunities that arise when people come together around common goals and interests. In light of the theme’s importance, AASLH devoted a cover story to it in its magazine, History News. Among its highlights is a feature about Drayton Hall’s campaigns to preserve the Ashley River region and how, by forging partnerships, we have helped to change a once hostile culture and build support for historic preservation.

For this conference, the AASLH planning committee selected session proposals that aligned with the theme of supporting partnerships and networks that help organizations preserve and present good history. My session, “Diversity in Education: Innovative Strategies and Best Practices,” illustrated how staff members at three sites in Charleston, SC, supported each other to provide quality programming and research accessibility in African-American history.

Curator of Education Rikki Davenport presented “Diversity in Education: Teaching About Slavery, Innovative Strategies, and Best Practices” with (left to right) Mary Battle, Shelia Harrell-Roye, and Nichole Green.

My co-presenters included Shelia Harrell-Roye, Education Outreach Coordinator, and Dr. Mary Battle, Public Historian, both from the College of Charleston’s Avery Research Center for African-American History; and Nichole Green, Research and Program Specialist, from the Smithsonian’s National Museum of African-American History and Culture. The four of us were brought together by our shared interest in African-American history, the desire to tell a more complete story of our site and its inhabitants, and our belief that strong partnerships with the proper institutions can make us all better at what we do. Our connections with each other ran deeper when we realized that we were all past participants in the Yale Public History Institute, a program that brings together graduate students, historians, and public history institutions to explore and develop ways to interpret African-American history and culture for the broader public. Nichole and I attended the summer of 2013, while Shelia and Mary attended this past summer. Perhaps our strongest bond is our shared connection to Drayton Hall. I began my tenure at Drayton Hall in the spring of 2007. At that time, I worked with Shelia, who was the Visitor Services Manager as well as an interpreter/educator. I called upon Nichole at the Old Slave Mart Museum to provide a professional development program for my staff and learned that Nichole began her public history work in Charleston as a Drayton Hall interpreter. Mary, while never a Drayton Hall staff member, conducted some of her doctoral research at Drayton Hall.

Charleston, SC is a popular destination for tourists and school field trips. Charleston offers superb food, beaches, historic forts, plantations, and carriage rides. It also offers a plethora of options for visitors to learn about the history of the city and its people. The majority of historical and cultural sites in and around Charleston strive to tell a more complete story that includes the lives of enslaved people and the struggles and contributions of its African-American inhabitants. However, sites often struggle with presenting good history when they are faced with obstacles such as time constraints, limited resources, or visitors with preconceived ideas about slavery. Our objective with this panel was to provide participants with successful strategies that they could modify and apply at their own site to better present African-American history. Each of the panelists supported the objective with their own unique focus. I discussed student education programs, Shelia focused on partnerships with high school and college students, Mary presented ways to access digital documents for researching, and Nichole explained how she dealt with visitors who had little and/or erroneous knowledge of African-American history. This session offered me the opportunity to illustrate how Drayton Hall provides students with an experience that requires critical thinking, building on prior knowledge, and developing empathy while teaching content standards. All of this is done while telling the story of real people who were present at Drayton Hall. I stressed the importance of logistical, organizational, and well-prepared museum educators.

A field trip can be a stressful event for teachers who have to supervise all the students, make sure they have their lunches, and ensure they are being taught accurate information. At Drayton Hall, every moment of the field trip is planned and organized from the time the school buses arrive to the time they depart. Students are always with a museum educator, all of whom hold a minimum of a bachelor’s degree and have extensive training in teaching. We often hear feedback from teachers and parents that we have the most organized field trip they have ever experienced and that our museum educators are very knowledgeable and work well with children. I explained how, with proper planning, in only a few hours, museum programs can provide students knowledge and the desire to learn more. It is my hope that all of those who attended our session will recognize that designing quality programming in African-American history is time-consuming but well worth the effort, especially when that programming has the potential to inspire children to preserve history and enable them to make connections to their own lives.

As a result of our session, Shelia, Mary, Nichole, and I are making plans to keep the discussion alive. We are in the process of developing a blog for museum professionals to discuss their challenges in presenting African-American history. This format allows others to share their successes and assist their colleagues. Since our discussion began at the AASLH Annual Meeting, we will spread the word about our blog though the AASLH membership as well as organizations and universities to ensure the blog has experts in the field assisting those who need support. We are very excited about this venture and the potential it has to highlight our sites on a national level and promote the work that we all do to make history relevant.

As Minnesota is the homeland of the Dakota people, AASLH collaborated with the Association of Tribal Libraries, Archives, and Museums (ATALM) to provide historical and cultural expertise of the area. Additionally, the ATALM, instead of hosting their own annual conference, merged their conference with AASLH. Their contribution to the AASLH Annual Meeting was apparent in the large number of sessions dedicated to tribal history and interpretation. AASLH certainly modeled the session theme with this wonderful collaboration that benefited both organizations.

I did manage to squeeze in a few visits to area sites including the Mill City Museum, The Minnesota Science Center, and the Minnesota Historical Society. One of my favorite things about being a museum professional is getting to go through those doors that say STAFF ONLY or NO ACCESS. While my plan to be “accidently locked” in the 48,000 square foot collection storage area of the Minnesota Historical Society did not work out, I did get to see state-of-the-art collection storage and envision what we hope to have at Drayton Hall with the building of the planned interpretive center.

Executive Director George W. McDaniel with keynote speaker Garrison Keillor.

Drayton Hall’s Executive Director, George W. McDaniel, also attended the conference and participated in a number of sessions. He enjoyed seeing former colleagues, such as Jim Vaughan and Max van Balgooy, who used to work in the National Trust’s historic sites department, as well as Craig Tuminaro, former director of education and interpreration at Drayton Hall. A memorable moment was his chance to talk with keynote speaker Garrison Keillor, who signed his new book for George and wished him a happy birthday.

I value my work with Dayton Hall and the opportunity to serve as the Regions 5 Chair of the AASLH Award Committee. Both of these organizations have shaped my professional career in museums and help me to do my job better. Good history, that’s what AASLH and Drayton Hall are all about.

Day Five: Falling in Love with Drayton Hall

"Schnitting" or sifting for artifacts.

Dig, Dig, Dig.  I remember reading those words over and over to my three little boys a long time ago.  Dig, Dig, Dig.  The words echo now from the pages of that battered and beloved Margaret Wise Brown picture book.  Dig, Dig, Dig.  That is what we teachers were doing on the final day of our wonderful week as a genuine professional learning community based at Drayton Hall.  Taking part in an archaeological dig was the perfect ending to a perfect week.   We learned how the history of the Drayton Hall site is truly the history of South Carolina—especially if you are willing to dig deeper both literally and figuratively.  Digging is fascinating whether you are a little boy or a grey haired school teacher like me.  You are searching for treasure.  I understand now why Sarah Stroud loves her work.  It is addicting that shnitting because you never know what sherd or shard you may uncover in your assigned unit.  As you wash and brush an artifact, your brain cannot help but shift into critical thinking gear.  Who would have worn this button on his jacket?  Was this a piece of glass from a bottle of Madeira?  Is this an example of stoneware or earthenware?  Who smoked this pipe?  Is this a part of a bowl or cup?

    Dig, Dig, Dig.  In the morning we worked under a grey umbrella of clouds with a breeze from the Ashley River.  After lunch the sun came out, and we were thankful to be digging beneath the arms of the honey locust, a sapling that had replaced the much older tree destroyed in Hurricane Hugo.  Wistfulness washed over me as I worked beneath this tree which was as old as my own Hugo baby, my lovely daughter, Corinne. Like the tree, she has grown to be strong and tall in South Carolina soil, educated in public schools from elementary through college.  Corinne left home in May to join the Teach for America Corps in Atlanta. I believe that her sense of place, her strong self, comes partly from her having such passionate teachers of history.   As an English Language Arts teacher, I have been blessed this week to work in a professional learning community of history teachers—including music and art history teachers.  The history of South Carolina is a story that must be told to all school children so that they can grow to be strong and tall like the honey locust.  We need young people to be ready to solve problems, to make a positive difference, and to preserve the natural resources and history of our state.  Archeology is a perfect way to expose children to history—hands on learning, critical thinking, team building, and an opportunity to appreciate their state in a concrete way. 

     Dig, Dig, Dig.  The night after the dig, I was sore and tired but full of stories when I had dinner with my parents.  I talked on and on about what artifacts we uncovered in the dig and about wonderful Sarah Stroud, a fellow Randolph-Macon Woman’s College graduate.  As I continued to share stories with Mama and Daddy about my week, I had to stop myself.  I realized that I was talking about Drayton Hall as if it were my house, something to be treasured and protected.  I told my parents, “I believe this week that I have fallen in love with Drayton Hall.”   I think all the teachers did–especially after we had a chance to dig in the yard.

Ruth Owens is a teacher at Beech Hill Elementary School in Summerville, SC

Day 4: The Penn Center Inspires

Group picture in front of the cottage where Dr. Martin Luther King, Jr. stayed while attending meetings of the Southern Christian Leadership conference (SCLC)

The class and I had a fantastic time today, visiting the Penn Center in St. Helena Island, SC.  We learned so much and had the opportunity to visit some very important historic places that hold significant meaning and history for South Carolina residents.   We were able to visit the Penn Center, and hear Rosalyn Browne talk to us about the history of the Penn School and the events that occurred after Laura Towne and Ellen Murray came to begin their work with the emancipated “former slaves” of the area.  We were able to visit the museum, hear about plans for future expansion and education for visitors and go on a tour of the surrounding area.  We were able to gain insight into the importance of the Penn Center, the Port Royal Experiment, and many other facets of life in the time of the Penn School after the Civil War and the emancipation of the enslaved population of the area.  One of the most poignant moments for me was when we were shown the trail that lead to the seaside “cabin” that was constructed for Dr. Martin Luther King and his family, that they were never able to take advantage of.  Dr. King visited St. Helena and the Penn Center and spoke with the people there.  He planned to come back eventually and take advantage of the area and its hospitality but, sadly, never got the chance.  Our guide showed us the buildings, gravesites and other areas of interest that helped us to understand some of the significance of the people who attended the Penn Center.  We learned that many former students, colleagues, professors and supporters of the Penn Center visited to help teach the local residents the value of maintaining the power they had in terms of the real estate they acquired and were granted as “heir’s property” in the St. Helena area. 

We were treated to a wonderful meal of shrimp and rice, green beans, cornbread, bread pudding, tea, and salad.  We were able to dine in the dining hall and then go on a tour to significant areas in St. Helena Island that were important in SC History.  The Penn Center is attempting to expand and has a massive collection of photographs, letters and other significant documents of importance to all residents and visitors.  The University of South Carolina was given the opportunity to house the artifacts that the Penn Center has collected but because of SC laws governing segregation of its citizens, the materials were sent to Charlotte, N.C.  Hopefully, in the days to come, the University of South Carolina and the legislators of S.C. will see the benefit of housing, maintaining and promoting the artifacts from the Penn Center, and work in partnership with the Penn Center to help communicate the valuable historical lessons that will enlighten, inspire and encourage South Carolina and world citizens for years to come.

Charles Kirtley is the Assistant Principal at River Oaks Middle School in North Charleston, SC

Day Three: Delving Deeper into Southern History

What a great day! Our class spent another day adventuring in and around Charleston. We were presented with new and more detailed information about South Carolina history, enjoyed spirited conversations with each other and our very gracious and tactful leaders, and appreciated the delights of local cuisine.

The most surprising information I gained today was that the Union troops posted to Fort Sumter prior to the Civil War had the good fortune to have several musicians in the group!! These musicians, in addition to contributing to the military duties, would provide entertainment to help alleviate some of the stress, tedium, and frustration of the men waiting on the SMALL island.

The Hunley exhibit touched my heart. How much courage and conviction those men must have had to volunteer to complete this mission. And today, the care and respect with which the sub and its contents are being studied and preserved demonstrates our appreciation for the scientific, ideological, and personal contributions of these men.

Our museum stops were too brief. In addition to period clothing displayed at the “Threads of War” exhibit at the Charleston Museum, there was also

Teachers and Drayton Hall staff dress in period costume at the Charleston Museum exhibit.

a quilt pattern that I have made using the strip method of construction and a magnificent “op-art” woven rug. This piece had to be the prototype of the 1970’s op-art posters. How did the women “think and breathe at the same time” wearing those corsets, undergarments, and twenty-five pounds of fabric in those dresses?

I would love to see more of the museums. What an excellent excuse for a return visit to South Carolina!

Carol  Whisman is a teacher at Palco High School in Kansas and is one of only 2 out of state teachers participating in the workshop.

Day 2: Seminar Day Keeps Teachers on the Go

Teachers charging up the hill at Fort Moultrie.

Another fun-filled and exciting day at the 2011 Drayton Hall Summer Teacher Workshop! Nineteen South Carolina plus two Kansas teachers tackled Revolutionary War history on the activity packed seminar day. The day began with educators transitioning between four stations on early Revolutionary topics such as uniforms, camp life, the navy, and enslaved people for both the Patriots and the British. The helpful staff, comprised of Betsy, Joe, Leslie, and Deana provided background information, historical tidbits, and suggestions for interactive activities for students. For me, these stations were my favorite aspect of the Summer Workshop. The opportunity to hold weapons, try on uniforms, and learn how soldiers lived was priceless.

Next, teachers and staff, led by Rikki Davenport, toured Ft. Moultrie with expert park ranger Donnel Singleton. Under his tutelage educators learned the long history of the Fort beginning in the 18th century through present day and  of the connections between Ft. Moultrie and other surrounding forts in the harbor. After our lunch at Gullah Cuisine restaurant we toured our third site of the day, the Charles Pinckney Site. We learned of Pinckney’s role in the drafting of the Constitution and his role in South Carolina history.

From the Pinckney Site we journeyed to the Powder Magazine Museum in downtown Charleston. There, we explored the history of Charleston through proprietorship, pirates and two wars. Our guide, Allan Stello, was informative and very animated.

By the end of the day we all felt a closer and deeper connection to Charleston’s colonial and Revolutionary War history and gained valuable information and ideas to take back to our classrooms. What a day!

Debbie Gould is a teacher at Wilson Jr. and Sr. High School from Wilson, Kansas and is one of the two non-South Carolina teachers participating in the workshop.

Day 1: Teachers Find Inspiration at Drayton Hall

This year Drayton Hall’s teacher workshop is a professional development class for teachers through the College of Charleston,  from July 11-15th. Two Drayton Hall interpreters have been approved as adjunct instructors at the College of Charleston in order to teach this course, so we’re actually having a graduate college course instead of a workshop! We had an overwhelming response from teachers which quickly filled the course and already have a waiting list for next summer. Our goal is to communicate the importance of site based education at historic sites and teach teachers to utilize their local resources to enrich their classroom curriculum. Through numerous visits to Lowcountry historic sites, we are empowering teachers to make history more interesting and relevant to their students. Through this course we are directly influencing the 21 enrolled teachers and indirectly influencing all of their future students to appreciate and preserve their history.

We’ve asked one of the enrolled teachers to write about her experiences each day at the workshop and will be posting her reflections on the blog for the next week. Keep checking back in to see how the teachers are progressing.  

“I am always amazed with the response I get when I ask my students if they’ve visited the places we talk about in class every day. Despite living only a dozen miles from sites some people travel hundreds of miles to see, there are only a handful that have ever visited Fort Sumter, Drayton Hall, The Old Slave Market or The Battery.

My school does not have the resources for weekly field trips, but I walked away from today with ideas of how to bring Charleston’s history to my students. Making our city’s history interactive will engage my students and get them more interested in the curriculum.
My wheels were turning all day brainstorming how I could integrate the hands on activities I was presented with and bring the places I visited to my students. The archeology session made my brain light up: what if I presented my students with a mock dig where they “excavate” artifacts that represent daily life on a plantation and must attribute tasks and purposes to each item?

After a demonstration of a connections session the Drayton Hall staff teaches daily about rice production, I was spinning with ideas of how I could recreate the same activity in my own classroom. Rice production was important to the colonial South Carolina economy and is important to my students’ understanding of South Carolina’s history. I have struggled with how to communicate the complicated and labor intensive process of rice production, but I walked away from that segment talking with one of my administrators (also in the workshop) about how we could recreate the tools used to winnow and polish the rice.

Teachers Steve Hardwick and Cait Denny play music on traditional African Instruments.

I left the first day of the workshop still thinking about other ways to integrate what I had learned into my classroom this fall and excited to come back tomorrow (even if it does mean waking up earlier than I have since June!).”

Cait Denny is an 8th Grade Social Studies and Language Arts teacher at River Oaks Middle School in North Charleston. Check back daily as teachers from the Workshop post a blog a day on their experiences at Drayton Hall this summer.