Retracing the Reservation: A Walking Tour of the Historic Lumbee Indian Community of East Baltimore

View of 100 South Broadway from the Baltimore American Indian Center. Photo by Colby Ware

Even the most familiar places sometimes hold secrets.

In late 2016, I invited Museum Studies graduate students from the University of Maryland to visit the Lumbee Indian community of East Baltimore. Their visit was to include a first attempt at a walking tour of sites important to our people in the neighborhood where Lumbee first settled. Our day began at the Baltimore American Indian Center, which is a three-story brick rowhouse in Upper Fells Point, so the Museum Studies students could visit an actual museum. But when it was time to take our walk, our first stop was a Baptist church, one block south, where the Indian Center got its start nearly 50 years ago.

Sis. Linda Cox, a first generation elder of the community and one of the most long-standing, enthusiastic members of both the Indian Center and the church, was the real guide. The tour was our idea—hers and mine— but I was there in more of a support capacity. As Sis. Linda was very excited to be leading the first tour, and maybe even more excited to share the history of the church, we spent more time in front of South Broadway Baptist than anywhere else.

As time passed and lunchtime loomed and it seemed the rest of our tour stops would go unvisited, I encouraged the group to head back “up” the street, toward the next site of significance we had discussed, the old Indian Center daycare/senior citizens building on Lombard. But we didn’t make it more than a few feet before Sis. Linda yelled, “Wait! Don’t you want to tell them about the store?” I was dumbfounded. “What store?” I asked. I saw a Central American restaurant and an alleyway. Well, Sis. Linda had to tell all of us about the Indian store that once was because it was either gone before my time, or faded from my childhood memories.

Sometimes the only way to learn about what once was is to listen to the stories of those who were here before. In the case of the Lumbee community of East Baltimore, there aren’t a lot of written records to be found. Many of our places have changed owners, inhabitants, and purpose. Some have been demolished and built over- literally and deliberately erased- so that there’s no building left to visit, nothing left to see.

Popular narratives of the Great Migration, remembered as a mass movement of southern African Americans to northern cities, do not generally include the multitude of southern American Indians who migrated north as well. Following WWII, Lumbee Indians[1] from rural North Carolina moved to Baltimore City in droves, forming a satellite community in the Southeast quadrant of town, with numbers eventually reaching into the thousands. For a time, this community was the largest concentration of members of a single tribe in any U.S. city. And this community remains the largest population of Lumbee outside of North Carolina, to date.

Though, the Lumbee community is also absent from popular narratives of Baltimore City, and has even been referred to as “invisible,” despite the fact that our presence has marked both the cultural landscape and the built environment. This is particularly true in the adjoining neighborhoods of “Upper Fells Point and Washington Hill,” where the Lumbee first settled. These neighborhoods are currently undergoing a profound transition- one that is not disconnected from the concurrent movement and displacement of Lumbee people from the area. Once fondly referred to as “the reservation,” it becomes ever more difficult to point to evidence of an Indian community in the area today. And it’s just as difficult to point to a simple cause.

            Sis. Linda and I are still developing the walking tour. We are in the process of interviewing elders of the community who remember the stores, the bars, and yes- even the restaurant- that Baltimore Lumbees used to own and frequent.

            We ask: What is the relationship between identity and place? How has the identity of the Baltimore Lumbee community been shaped by the place our people have inhabited for the past 70+ years? How has the presence of our people shaped the place? What will it mean if we no longer inhabit the place?


Listen to the diverse voices of 100 South Broadway today by tuning into WYPR’s Out of the Blocks.

Follow the work of Community Artist / Folklorist Ashley Minner at ashleyminnerart.com

Ashley Minner is a community based visual artist from Baltimore, Maryland. An enrolled member of the Lumbee Tribe of North Carolina, she has been active in the Baltimore Lumbee community for many years, and regularly visits communities throughout the U.S South and Latin America as well. Ashley works as a folklorist for the Maryland Traditions Program of the Maryland State Arts Council and is a part-time lecturer in the Department of American Studies at UMBC. She is also part-time faculty in the Masters of Fine Arts in Community Arts Program at MICA. She coordinates Artists U Baltimore, a grassroots planning and professional development program run by and for artists. Ashley is a doctoral student in the Department of American Studies at University of Maryland College Park. She was a 2016 Innovative Cultural Advocacy Fellow with the Caribbean Cultural Center African Diaspora Institute (CCCADI) in NY, NY. Her work has been supported by Alternate ROOTS, Open Society Institute (Soros Foundation), the Robert Rauschenberg Foundation, the Maryland State Arts Council, Kresge Arts, and the Warnock Foundation. She is most inspired by the beauty of everyday people.

Disclaimer: The views and opinions expressed on our blog do not necessarily reflect the views or position of Maryland Humanities or our funders.

[1]  Along with Indians from other nations, including Coharie, Haliwa-Saponi, and others

The Pony Express

What would you do if it cost $90 to send a card or letter? What could transpire if six months passed between the time you sent it off and the time it arrived – if it did at all?  In the middle of the 19th Century, just before the Civil War, the US Government had an idea about sending mail across the continent.  All it needed was a bunch of young people, a fleet of speedy horses, vision and some good luck. In one of over sixty Inquiry Kits, Maryland Humanities explores the impact that the Pony Express had on communication during America’s Westward expansion.

Highsmith, Carol M.Here’s the job ad: Seventy-five young men wanted. Must be light, strong, fearless and cautious. Must be hard-riding, quick-thinking and have a determined soul.  Must be able to perform this mission despite hardship and perils.  Must be willing to work in brutal weather, long hours, night and day and be away from home for extended periods of time.

The Pony Express wanted to carry the mail the 2000 miles between St. Louis, MO and Sacramento, CA and it took a specific type of person to do it. Each young man rode at breakneck speed along the trail between outposts fifteen miles apart, stopping only long enough to trade his exhausted horse for a fresh one. A rider was allotted three horses before handing the mail off to another rider. Every piece of mail was transferred between riders for about nine days each way.

Early in the development of our western frontiers, the Pony Express was the only method of carrying mail quickly across the plains and over the deadly Rocky Mountains.  It opened trails for passenger coaches and created the on-going connections between the California gold-miners and the settled parts of the nation. The Pony Express helped hasten Western Expansion and the building of the Transcontinental Railroad, with just a few dozen skinny young men over the course of only 18 months from April 1860 – October 1861.

A part of the unit entitled Geographic and Economic Change Shape the Nation, the “Pony Express” Inquiry Kit provides a glimpse into the harsh conditions that surrounded riders, their meager supplies and the rough stations where they could gather their strength for the next ride. It also offers some little-known background about Buffalo Bill’s connection to the Pony Express, Native American tribes the riders came into contact with, and the connection between the Pony Express and the first Transcontinental Telegraph. Explore the kit and imagine the danger and the drive that once was a part of a daily mail route. You may never look at a stamped envelope the same way again.

TPS Inquiry Kits are the result of a partnership between Maryland Humanities, Maryland Public Television, and the Maryland State Department of Education, and are funded by the Library of Congress Teaching with Primary Sources program. This new collection of Inquiry Kits allows students to select a research topic of interest and evaluate themed primary sources from the Library of Congress. From life in the early American colonies to the modern-day life in the United States, the Inquiry Kits examine social studies/history themes and align with Maryland curriculum units.  Inquiry Kits are great for use in classroom activities, or as starter kits for History Day projects.


Disclaimer: The views and opinions expressed on our blog do not necessarily reflect the views or position of Maryland Humanities or our funders. 

Conservationism and the Creation of Our National Parks

National Parks play an important role in many of our lives. During the centennial year of the National Park Service in 2016, National Parks had a record breaking 331 million visits. Most of us have treasured memories of family vacations and school field trips to parks that provide recreational opportunities, but also represent our country’s efforts to preserve and protect the natural environment. Maryland Humanities explores the history of America’s parks in one of the over sixty Teaching with Primary Resources Inquiry Kits.

John Muir, full-length portrait. 1902. Image courtesy of the Library of Congress.

The Inquiry Kit “Conservation and the Creation of National Parks” contains fascinating artifacts from the extensive Library of Congress digital collection. The kit begins with a vintage map of the Grand Canyon National Park and a photograph of John Muir, founder of the Sierra Club. Muir was a Scottish-American environmentalist who wrote extensively about the natural world. One of his greatest accomplishments was convincing Congress to declare the area around Yosemite Valley a National Park in 1890.

John Muir took President Theodore Roosevelt camping in Yosemite in 1903 and turned the already nature-loving president into an ardent conservationist. Roosevelt founded the National Forestry Service in 1906, and established 230 million acres of public land during his presidency. His love of conservation is expressed in the silent film “Roosevelt, Friend of the Birds,” included in this TPS Inquiry Kit. The film follows Roosevelt on a visit to a bird sanctuary off the coast of Louisiana in 1915. The rare footage includes shots of Roosevelt tramping through marshes and lounging on a beach, watching birds.

Theodore Roosevelt believed that public lands should be used for the public good, which explains his enthusiasm for now-controversial “Desert Reclamation.” Roosevelt supported numerous dam projects to irrigate western deserts and turn them into agricultural land. In the film “The Roosevelt Dam,” footage of dam construction is paired with scenes of the former president speaking about the importance of reclamation. The film is particularly fascinating in light of debates over western water use that continue today.

The “Conservation and the Creation of National Parks” Inquiry Kit concludes with a link to a Library of Congress website devoted to the Congressional debates over the National Park Service in 1916, with links to many more incredible documents found within the Library. This Inquiry Kit is an enjoyable dive into National Park history for any fan of the outdoors, and it provides students a great start for a National History Day project or other research assignment.

TPS Inquiry Kits are the result of a partnership between Maryland Humanities, Maryland Public Television, and the Maryland State Department of Education, and are funded by the Library of Congress Teaching with Primary Sources program. This new collection of Inquiry Kits allows students to select a research topic of interest and evaluate themed primary sources from the Library of Congress. From life in the early American colonies to the modern-day life in the United States, the Inquiry Kits examine social studies/history themes and align with Maryland curriculum units.  Inquiry Kits are great for use in classroom activities, or as starter kits for History Day projects.


Disclaimer: The views and opinions expressed on our blog do not necessarily reflect the views or position of Maryland Humanities or our funders. 

From Inspiration to Action: Q&A with Abigail Setzfand

Abigail Setzfand, a 9th grade Calvert County History Day student, received a silver medal at the 2017 National History Day competition in the Junior Individual Website Division for her project on Lewis Hine, a documentary photographer, entitled “Lewis Hine: Focusing the Lens on Child Labor,” which you can explore here. Abigail and the eighteen other Maryland students who won awards at the National History Day competition will be celebrated by the Maryland State House and Senate on January 29, 2018. We asked Abigail about her award winning project and the lasting impact it has made on her.

Q: Could you describe your History Day project?

AS: Education is very important to me so I knew I wanted to learn more about education leaders in America.  I was introduced to Lewis Hine in my social studies class.  I was initially drawn to his photographs, but as I learned more about his drive to improve children’s future and his innovative problem solving and selflessness, he showed me the multifaceted nature of how to take a stand.

Hine couldn’t have been a better person to portray last year’s theme of “Taking a Stand.” He sacrificed everything to make sure the children were heard and took a stand against child employers unlike anyone had ever done before. He used a new technique of reform with his camera and published his photographs in ways only profitable to the children. Hine also took a stance against the social norms of photography.

The History Day website platform allows me to not only get my information across in words, but also in photographs and videos. My websites provide interactivity with the viewer so that I can get their attention and get my point across. After three years of experience, this year I really wanted to get as many forms of multimedia in my website, as well as pack my website with unique information carried out in many different ways. Creating my website for last year’s project was so much fun, and I was able to build my knowledge on website making.

Q: How did your research into Hine influence your interest in social activism? AS: My project taught me a lot about social justice. Hine came from a poor family, and therefore was forced to work as a child laborer.  Luckily for him, unlike most child laborers, education freed him from a life of poverty. 

Child laborers also suffered at the hand of employers who exploited kids for their own financial and operational benefits.  While most of society ignored the plight of child workers during the industrial revolution, Hine took action and applied his talents to fight against this destructive injustice. I am inspired by Lewis Hine and his courage to act against injustice and exploitation of vulnerable populations. As such, I have decided to learn about the process of governing through my student government.  I am also involved in the Calvert County’s Association of Student Councils (CASC), participating on the board and leading fundraising.

I chose to apply for this position because through fundraising events, I want to engage our student body to become more active in improving the health of our school and our community. I recently implemented a fundraiser in our community around the T.V. show “Survivor. This got our community excited about our organization and kicked off our new year. I was able to reach out to over 200 students in our community, engaging students across Calvert County in our program.

I look forward to engaging more students to improve our learning community. While I am not helping to solve significant inequities in my county or school through my involvement in my school government and CASC, I want to continue to find opportunities to apply my skills and talents to open opportunities for all kids and people. Lewis Hine has opened my eyes to the danger of standing by the sidelines – it’s important to participate, act, and be a part of the change.

Q: You found ways to bring last year’s History Day theme, into your everyday activism. Do you see ways that this year’s theme, “Conflict and Compromise,” shows up in your work with student government?

AS: Through my Lewis Hine project, I was very moved by his conviction to take action and not stand by the sidelines.  As such, I decided to learn about a process for change by getting more involved in my student government and taking part of the Calvert Association of Student Councils’ executive board which allowed me to be a part of the decisions that the organization makes.

This year’s theme “Conflict and Compromise” is also so rich.  We as ‘teenage’ students are experts at conflict!  While I joke about that, the reason we do excel in this area comes from our natural sense of curiosity that results in a lot of ideas which often collide.  I think the topic this year helps students look beyond idea conflict and move towards togetherness through compromise.  The combination of conflict and compromise can help us learn to knit what appear to be opposing opinions to consensus focused solutions.  Working as a part of the Calvert Association of Student Councils, I observe this in action at every meeting!


Disclaimer: The views and opinions expressed on our blog do not necessarily reflect the views or position of Maryland Humanities or our funders. 

Sharing the Best of Our Nation

I am 26 years old, which means that I probably have an iPhone and spend too much time on the internet, but it also means that the United States of America has been at war for 66.7 percent of my life according to 2016 census data. For the majority of my life America has been at war, and for the most part I have not known the difference. However, at Southern High School, Ms. Jennifer Davidson’s classroom of 9th graders, whose entire lifetime has been spent in a state of war, are working to better understand the sacrifice that our service members make each day by conducting oral history interviews with Vietnam Veterans.

In a 2013 Washington Post Opinion Piece General Martin Dempsey, the former Joint Chiefs of Staff chairman, pinpointed the importance of programs like the Veterans Oral History Project, and implored Americans to “listen to our veterans. If we do, we’ll hear stories of pride and courage, anger and pain, laughter and joy. We’ll hear of actions that humble and inspire us. We’ll also hear of moments that break our hearts. These stories represent the best of our nation.”

Sitting in a dark and quiet corner of the Southern High School Library I experienced the best of our nation. A former Army Infantry Officer, with a stack of Vietnam books at his feet, sat across from the young woman interviewing him and shared the duty, pride, guilt, sorrow, and comradery that has punctuated his life since his number was called. In turn the student listened, deeply and without judgement. In a historical moment where it is easy to feel like interpersonal skills do not matter, it is a powerful thing to witness people really listening and truly being heard.

Though Ms. Davidson’s students are remarkable, they did not get to that crucial moment of exchange without some help. Ms. Davidson saw an opportunity for her students to better understand the context and impact of the Vietnam War when re-thinking how she taught her U.S. history courses. In order to make her vision a reality, she reached out to Dr. Barry Lanman of the Martha Ross Center for Oral History at the University of Maryland, Baltimore County and Maryland Humanities for support. Together Ms. Davidson and Dr. Lanman have built a curriculum that teaches students and educators the “how to” of oral history. These online lesson plans and oral history tool kits were created in collaboration with Maryland Humanities and the National Endowment for the Humanities, and can be found on EDSITEment. The curriculum can also be adapted to facilitate projects with other eras of veterans or different types of communities.

I sat in on the students’ nuts and bolts of oral history session delivered by Dr. Lanman, and watched a classroom of skeptical adolescents work out how to ask open ended questions and maintain composure when asking difficult and personal questions. According to the Baylor Institute for Oral History, the mission of all oral history research has to be “preserv[ing] the stories of individuals who helped create the fabric of history and whose lives, in turn, were shaped by the people, places, events, and ideas of their day.” It was clear to me that through “doing history” these students are not only safeguarding invaluable stories, but coming into their own as historians with a solid foundation in how to conduct thoughtful original research in communities.

Oral history is an invitation rather than a destination for everyone involved. The hope is that sharing their wartime experiences with young people who value them opens veterans up to sharing their experiences with others. For students I hope that it ties the facts and figures of history to real people and helps them realize that, as the Southern Oral History Project puts it, “you don’t have to be famous for your life to be history.”

Explore the Veterans Oral History Project curriculum and tool kit or learn more about other Maryland Humanities Veterans programs by visiting our website. You can see interview transcripts as well as images and other documents here through the Maryland State Archives. If you are interested in bringing the Veterans Oral History Project to your school or community contact Anna Keneda at akeneda@mdhumanities.org.  

Find more examples of student produce oral history videos on the Maryland Humanities YouTube page.


Disclaimer: The views and opinions expressed on our blog do not necessarily reflect the views or position of Maryland Humanities or our funders. 

The Problem with Pirates

Who was Bartholomew the Portuguese? This daring buccaneer laid in wait for passing ships on their way to the Caribbean hoping to relieve them of their riches. That perspective is one of many in the complicated story of piracy in the Americas. With the Teaching with Primary Resources Inquiry Kits Maryland Humanities has brought together primary documents from each perspective so students can analyze history and form their own opinions.

Image courtesy of the Library of Congress.

One of over 60 Inquiry Kits, “Problems with Pirates” kit takes a close look at pirates, privateers and buccaneers – who they were, and how they terrorized the Atlantic Ocean and the Caribbean Sea.  You have most likely heard the frightening stories about Blackbeard and his crew, but he was not the only one terrorizing the Caribbean.  Henry Morgan left his family in the Welsh countryside to take up a life of piracy in Jamaica. At the request of the English government in Jamaica, Morgan raided and looted Spanish ships. Meanwhile, King James of England made it a crime for ship captains to lose their sailing orders.  Governments both loved and hated piracy. It provided them a way to punish countries that they disagreed with by letting pirates do unsavory work for them. They, too, however, lost many of their treasures to pirates or to the bottom of the sea in the process. Government officials wrote up complicated directions for ship captains to avoid pirates, while treasure ships were lost all along the coast in battle after battle with pirates.

One downed treasure ship featured in the Inquiry Kits is the Whydah Galley.  The flagship of the famous Samuel “Black Sam” Bellamy, the Whydah shipwrecked off the coast of Cape Cod in 1717, scattering its wreckage and loot over a large area. Stories and legends developed about the wreck of the Whydah, inspiring young treasure seekers. Relying on primary documents and reports about period rescue efforts, underwater archaeologist Barry Clifford uncovered the remains of the Whydah. You can look though the Inquiry Kit to get a glimpse of what a fearsome sight the Whydah might have been to the other ships it encountered on the high seas and to folks in settlements along the coast.

The distinct and enticing place in history that Pirates inhabit brings “Conflict and Compromise”, the theme for National History Day 2018, into focus.  Which conflicts were direct results of piracy?  What compromises did settlements and governments have to make because of pirates?  How did governments deal with the benefits and backfires of piracy? These questions along with many others are a great start for students beginning their History Day research.

TPS Inquiry Kits are the result of a partnership among Maryland Humanities, Maryland Public Television, and the Maryland State Department of Education, funded by the Library of Congress Teaching with Primary Sources program. The new Inquiry Kits allow students to choose research topics that interest them, and to use primary sources from the Library of Congress to get more first-hand information about them. From life in pre-Columbian America to the modern-day United States, the Inquiry Kits examine social studies/history themes and align to Maryland curriculum units.  Inquiry Kits are great for use in classroom activities, and especially as springboards for History Day projects.


Disclaimer: The views and opinions expressed on our blog do not necessarily reflect the views or position of Maryland Humanities or our funders. 

Musical Maryland

Omenhausser, a Confederate prisoner of war, sketched this fantasy of a better life during his confinement at Point Lookout, Maryland. The unusually shaped guitar that the woman strums was likely drawn from memory and not an actual model, yet the opulent scene of courting a wealthy woman remains timeless. Maryland Manuscripts Collection, item 5213, Special Collections, University of Maryland.
The Rebels Dream in Prison, by John Jacob
Omenhausser.

The best place to begin is at the beginning. Starting with the table of contents, Musical Maryland: A History of Song and Performance from the Colonial Period to the Age of Radio by David K. Hildebrand (myself) & Elizabeth M. Schaaf, with Contributions by William Biehl is the first comprehensive survey of the music emanating from the Old Line State. Schaaf and I explore the myriad ways in which music has enriched the lives of Marylanders. Additionally, Biehl contributed some sidelight anecdotes and a section of color plates of very handsome sheet music covers.  From the drinking songs of colonial Annapolis, the liturgical music of Baltimore’s Zion Lutheran Church, and the work songs of the tobacco fields to the exuberant marches of late nineteenth-century Baltimore Orioles festivals and the triumphs of the Baltimore Opera Society, this richly illustrated volume explores more than 300 years of Maryland’s music history. In every detail, including our official publishing date September 4th, we hoped to honor Maryland’s musical contributions. We chose this day since it was the 203rd Anniversary of F. S. Key observing                                                           “the dawn’s early light.”

This book touches on the development of music clubs like the Tuesday Club dating to 1745, and the later Florestan Society and H. L. Mencken’s Saturday Night Club, as well as lasting institutions such as the Peabody Institute and the Baltimore Symphony Orchestra. Yet Maryland’s soundscape also includes militia quicksteps, sea chanteys, and other work songs. The book chronicles “The Star-Spangled Banner”—perhaps Maryland’s single greatest contribution to the nation’s musical history—and also the wide range of music created and performed by Maryland’s African American musicians along Pennsylvania Avenue in racially segregated Baltimore, from jazz to symphonic works.

Full of musical examples, engravings, paintings, drawings, and historic photographs of composers and performers, Musical Maryland also describes the places around the state in which music flourished.  This is an engaging, authoritative, and bold look at an endlessly compelling subject.

Among other book-related presentations, signings and concerts, two stand out – on Oct. 19th at 7 pm at George Washington’s Mount Vernon, and in Baltimore at 6:30 pm at the George Peabody Library.

It’s at the Fred W. Smith National Library for the Study of George Washington where Ginger and I will give concert based on Musical Maryland, but with a focus on connections to George Washington (before the Revolution Washington visited Annapolis 4 times, attending the races, the theater and dancing assemblies).  He concluded his military career in a ceremony in Annapolis in 1783, after which a great dinner was given, complete with music by two violins.

The Peabody Library event serves as the official publication celebration, and it is sponsored both by Johns Hopkins University Press and the Enoch Pratt Free Library. Elizabeth and I will both speak, and Bill will attend (having a table with his and my related publications).

To hear some recordings of music referenced within the book, please visit the sample music page


Disclaimer: The views and opinions expressed on our blog do not necessarily reflect the views or position of Maryland Humanities or our funders.

Teenagers of WWII: The Victory Corps

Montgomery Blair High school Victory Corps

Most of us have heard of Rosie the Riveter and the role that women played in WWII. But what did kids and teenagers do to help the war effort? Maryland Humanities explored that question as part of a Teaching with Primary Sources Inquiry Kit.

TPS Inquiry Kits are the result of a partnership between Maryland Humanities, Maryland Public Television, and the Maryland State Department of Education, and are funded by the Library of Congress Teaching with Primary Sources program. This new collection of Inquiry Kits allows students to select a research topic of interest and evaluate themed primary sources from the Library of Congress. From life in the early American colonies to the modern-day role of the United States, the inquiry kits examine social studies/history themes and align to Maryland curriculum units.  Inquiry Kits are great for use in classroom activities, or as starter kits for History Day projects.

The Inquiry Kit “Teenagers in WWII: The Victory Corps” features Farm Service Organization photographs from around Maryland. The photographs show students at Montgomery Blair High School doing military drills as part of their Victory Corps service. Students at the school also ran a day nursery for the children of women who worked in local factories. Walter Spangenberg of Frederick served in the Civil Air patrol, as did many high school students, while others worked on farms to replace the men who had gone overseas. Young people with disabilities at the Maryland League for Crippled Children made small parts for airplane engines, and students across the state collected scrap metal. Though these young people were not in combat their lives were altered and changed by WWII. They pitched in to help civilian life carry on while armies advanced and retreated.

The Inquiry Kit includes a link to a Maryland State Archives site about the Victory Corps, a student organization that trained both boys and girls to aid in the war effort by learning first aid, navigation, marksmanship, or other skills. A central focus of the Victory Corps was the physical fitness of America’s teenagers, because military officials were shocked at the physical condition of new recruits. As a way of remedying the fitness officials found lacking, members of the group were required to pass physical exams. Maryland was home to a number of Victory Corps, given its proximity to the nation’s capital, like Montgomery Blair High School, Sherwood High School, and Ellicott City High School. There is no doubt that Maryland teenagers did their bit.

The “Teenagers in WWII” Inquiry Kit provides a great starting point for students looking for an unusual Maryland History Day project topic. The 2018 National History Day theme is Conflict and Compromise, and this topic fits well. What compromises did teenagers have to make in their educational and social lives in order to take part in WWII, an international conflict? What compromises did employers have to make when they took on students to replace their regular work force? Did any conflicts arise?

These Maryland students, and others like them from across the country, deserve to have their place in history. Maryland Humanities hopes that the “Teenagers in WWII” Inquiry Kit will draw attention to their story and encourage others, especially History Day students, to further explore this topic.


Disclaimer: The views and opinions expressed on our blog do not necessarily reflect the views or position of Maryland Humanities or our funders.

Literary Exploration Inspired by Black History Month: MahoganyBooks Recommendations

By Derrick A. Young, Co-Founder and President of MahoganyBooks

As the co-founder of MahoganyBooks—an online bookstore that specializes in books written for, by, or about people of the African Diaspora—there are three core beliefs that guide both my work and vision for our company. My beliefs are best summed up in the words of someone I’ve looked up to since my days as an undergrad at Bowie State University.

“Black Literature is the documentation of Black consciousness. It is the quest to communicate what it means to experience life from this vantage point.”

That quote is from an article written by Yao Ahoto, the founder of Karibu Books. It was during my time working for Yao at Karibu and attending Bowie State University, an HBCU [Historically Black College or University], that I began to read books that helped me find not just my place in history, but also my future as a Black man. I admit this approach may seem out of step with political correctness or even non-conforming to the melting pot concept of America-first values. However, as I have come to understand, I cannot be a benefit to someone else if I, myself, am lost and unsure of where I’m headed.

That’s exactly why Black History Month is significant and why it should be better integrated into a yearlong curriculum in our public schools. My reason is simple: the books I recommend below add pride and definition to how African Americans view themselves and their present situation. By participating in Black History Month, people outside the African American community have an opportunity to gain a greater appreciation for the journey and contributions of African Americans. Isn’t that the point of education— to empower, uplift, and enlighten? That’s my sense of it, anyway. I hope you find your next favorite read from the below list of personal favorites and MahoganyBooks “must read books.”

My personal favorites

  1. The Beautiful Struggle by Ta-Nehisi Coates: One of my all-time favorite books. This memoir tells the true coming-of-age story of a Black boy, in a city that resembled my own youth in D.C. and Prince George’s County. Beautifully written and extremely relatable.
  1. PowerNomics by Dr. Claud Anderson: Though I don’t agree with all the points made in this book, it offers a thoughtful and certainly achievable plan to empower communities to wrest control of their economic and political futures.
  1. Freeman by Leonard Pitts Jr.: A highly emotional story of a “self-freed” slave that explores the will of a man to go through walls with bare fists to reunite with his wife and son. Just wow! This story of a Black man’s love for his family needs to be told more.
  1. Black History of the White House by Clarence Lusane: This book about the “untold history, racial politics, and shifting significance of the White House” should be introduced into high school American History curriculum. To put it simply “the truth shall set you free.”
  1. Revolutionary Suicide by Huey P. Newton: Another of my all-time favorites—one of my top 3 books, for sure—helped me figure out the kind of legacy I wanted to leave. I read this in college and it forever changed my life.

Must-read books

  1. The Warmth of Other Suns by Isabel Wilkerson: This masterwork chronicles “one of the great untold stories of American history: the decades-long migration of black citizens who fled the South for northern and western cities, in search of a better life.”
  1. Never Caught by Erica Armstrong Dunbar: The incredible story of a young woman who risked everything, even the first president of the United States, to say she lived a life freedom.
  1. The Fire Next Time by James Baldwin: This classic is a “disturbing examination of the consequences of racial injustice, the book is an intensely personal and provocative document.”
  1. The Mis-Education of the Negro by Carter Godwin Woodson: Penned by the founder of Black History Week, this book is necessary reading for educators, parents, and students alike. There is a method to the madness of institutionalized racism.
  1. The New Jim Crow by Michelle Alexander: “We have not ended racial caste in America; we have merely redesigned it.” The author explains in detail how the U.S. criminal justice system functions as a contemporary system of racial control.

About the Author

Derrick A. Young is the Co-Founder and President of MahoganyBooks along with his wife, Ramunda Young. MahoganyBooks is an online bookstore that sells books written for, by, or about people of the African Diaspora. Under Derrick’s leadership as the chief visionary and strategist, MahoganyBooks has become an award-winning bookstore having also executed numerous community give-back events and literary events for noted authors like Congressman John Lewis, Walter Mosley, and Misty Copeland.

Derrick believes keenly that culturally relevant books are essential to equipping children with identity, self-esteem, and innovative thinking. It is why he works tirelessly to promote literacy and partner MahoganyBooks with like-minded businesses and community organizations to increase awareness and access to such books. Derrick is a native of Washington D.C., a proud alum of Bowie State University, and passionate speaker on the subject of books and identity.

The opinions expressed by guest contributors to the Maryland Humanities blog do not necessarily reflect the position or policy of Maryland Humanities and/or any of its sponsors, partners, or funders. No official endorsement by any of these institutions should be inferred.

 

About Laura Ingalls Wilder, In Celebration of her 150th Birthday

By Ann Weller Dahl

When asked to tell something about myself, I usually share that I have studied, written, and lectured on the life and writing of Laura Ingalls Wilder, the author of the classic Little House series of semi-autobiographical novels.  Almost always, the response from the inquirer is this: “Oh, I loved those books as a child.” I have no doubt that many of you could make the same statement, but actually know very little about the author herself.  Let’s remedy that right now!

Laura Elizabeth Ingalls was born February 7, 1867 near Pepin, Wisconsin on the Mississippi River.  She was the second of four daughters of Charles and Caroline Ingalls.  A fifth child, Charles Frederick, died at only nine months and is not included in the Little House books.

The Little House books indicate that Pa’s “restless feet” caused the family to move many times and that Laura was a bright student who became a teacher.  We know that at 18 Laura married fellow homesteader Almanzo Wilder. The couple’s first four years of marriage were mostly difficult; after experiencing the joy of Baby Rose’s arrival, they endured the death of a baby boy, severe illnesses, a fire in their home, and poor crops that, coupled with the doctor’s bills, created major debt.

What most readers don’t know is what happened in Wilder’s life between 1889, the year in which when the final book’s story ends, and 1932, when Wilder was 65 years old and her first book, Little House in the Big Woods, was published.

In 1894, after leaving their home in De Smet, South Dakota in search of job opportunities and a better environment for Almanzo’s health, the young Wilder family moved to Mansfield, Missouri in “The Land of the Big Red Apple.”  In Mansfield, they bought and gradually enlarged and improved a farm they named “Rocky Ridge.”   Wilder was very much a partner in the endeavor, becoming especially well-regarded for her flock of Leghorn hens that were said to produce eggs in the winter when no one else was getting eggs from their flocks.  She was often invited to speak at farmers’ meetings in the region.

At one such meeting the editor of The Missouri Ruralist, a weekly farm publication, heard her paper.  (Someone else read it because she was too busy to attend in person!)  He was so impressed by her writing style that he invited her to write for his paper. Therefore, beginning at age 44 and for the next 15 years, Wilder wrote occasional and then bi-weekly columns for The Missouri Ruralist, eventually becoming its home editor.  She also wrote other short articles appeared in regional and national magazines and newspapers.

Around 1930, at the urging of her daughter, Rose Wilder Lane, who was by then a famous journalist and novelist, Wilder began to record her family’s early history by writing her autobiography. Later, with substantial changes and additions, this autobiography morphed into the first novel Little House in the Big Woods and the rest of the series.

Wilder was also very active in her community. She founded several women’s organizations for sociability and the exchange of ideas, and often spoke on literary topics herself.  She was associated with the Missouri Home Development Association and helped organize the Mansfield Farm Loan Association, where she served as secretary-treasurer.  Wilder was also instrumental in establishing a county library.

I urge you to read more about Laura Ingalls Wilder, one of America’s cherished childhood authors, and to peruse her autobiography or one of the many excellent biographies her life has inspired.

About the Author

Ann Weller Dahl taught for 31 years at Calvert School in Baltimore and wrote detailed reading guides to the Little House books for its homeschooling division.  She has traveled to the home sites multiple times and presents lectures and workshops at a variety of venues, including the Herbert Hoover Presidential Library in Iowa and at several of the biennial scholarly lectures on Wilder held in the Midwest.

The opinions expressed by guest contributors to the Maryland Humanities blog do not necessarily reflect the position or policy of Maryland Humanities and/or any of its sponsors, partners, or funders. No official endorsement by any of these institutions should be inferred.

Readers, we want to hear from you! Who is your favorite childhood author? What biography would you recommend about your favorite author’s life?