Posts filed under ‘Education’
During a recent conversation, a parent of a high school student brought up the question of how to find primary sources to use in National History Day projects. That got the Archives of American Gardens staff thinking; maybe we have items that could help students find interesting and exciting ideas for projects. The 2015 theme for NHD is “Leadership and Legacy in History,” and a further description for the theme can be found here: http://www.nhd.org/images/uploads/Theme_2015_5-7.pdf.
NHD encourages participants to develop their understanding of history using both primary and secondary resources, finding new stories beyond what is generally taught in the classroom. While the NHD website offers some great ideas for topics, the staff at AAG have a few of our own to offer. Each of the topics listed are ideas or starting points for an NHD project, and we have included places to find further information and resources beyond AAG collections.
Legacy of the Redwoods: How the Garden Club of America saved a Forest:
- Primary source from the Archives of American Gardens’ Garden Club of America Collection: http://tinyurl.com/ltrszno
- Secondary Source giving background information: http://www.savetheredwoods.org/wp-content/uploads/GCA-Grove-FAQs.pdf
Milton Hershey’s Legacy: Public Spaces at the Hershey Rose Gardens:
- Primary sources- catalog link to images of the Hershey Rose Garden from the Archives of American Gardens: http://tinyurl.com/mxpvfaj
- Primary sources- records from the Hershey Community Archives relating to the Hershey Rose Garden: http://media.hersheyarchives.org/archon/index.php?p=core/search&subjectid=426
- For more information on the Rose Garden and Milton Hershey see the Hershey Community Archives: http://www.hersheyarchives.org/
The Leadership and Legacy of Charles Sprague Sargent:
- Primary sources- images connected to Sargent from the Archives of American Gardens: http://tinyurl.com/pojn46l
- Primary sources- catalog link to images and documents on the Arnold Arboretum from the Archives of American Gardens: http://tinyurl.com/mxrzbhr
- For more information on Charles Sprague Sargent and the Arnold Arboretum: http://arboretum.harvard.edu/about/our-history/
The Leadership and Legacy of Frederic Law Olmsted: (Note: Materials listed are extensive)
- Primary sources- catalog link to images pertaining to Olmsted and his works including Arnold Arboretum, Rusty Rocks, Central Park, and Franklin Park in the Archives of American Gardens collection: http://tinyurl.com/od8vjwr
- The Olmsted Archives at the National Park Service: http://www.nps.gov/frla/olmstedarchives.htm
- For more information on Olmsted and his specific projects: http://www.olmsted.org/the-olmsted-legacy/frederick-law-olmsted-sr
- For more information on the “Emerald Necklace:” http://arboretum.harvard.edu/about/emerald-necklace/
Leader in Conservation: The Legacy of J. Horace McFarland:
- Primary sources- images of parks in the J. Horace McFarland collection at the Archives of American Gardens: http://tinyurl.com/kwk869r
- Information on collection materials at the Archives of American Gardens: http://gardens.si.edu/collections-research/aag-mcfarland-collection.html
- Information on McFarland and materials relating to him at the United States Department of Agriculture National Agricultural Library: http://specialcollections.nal.usda.gov/j-horace-mcfarland-collection
- The Pennsylvania Museum and Historical Commission holds materials pertaining to McFarland and the American Civic Association: http://www.phmc.state.pa.us/bah/dam/mg/mg85.htm
Other ideas for further research include:
- The Leadership of the W. Atlee Burpee Company
- Legacy of Gardening in America
- Changing the Landscape: the Legacy of Women in Landscape Architecture and Design
- Public Parks: the Legacy of Public Spaces in American History
Whatever topic your student may choose, we hope these offer some unique opportunities to create an interesting project for National History Day. The Archives of American Gardens staff welcomes any questions regarding these ideas or collection materials and can be reached at email@example.com or 202-633-5840.
-Catherine Bell, Archives of American Gardens intern
This evening marks the end of the delicious—and educational—2014 FOOD in the Garden programming in the Victory Garden. This fall we explored a different key maritime region with connections to the War of 1812 each week: the Long Island Sound, the Chesapeake Bay, the Great Lakes, and this week, New Orleans. What contributed to the global and unique cuisine of the Big Easy? How did immigrants shape the culinary heritage of the original foodie city? Our final week we’ll be joined by Chesapeake Bay Roasting Company, Capital City Co., and Phillip Greene in the marketplace and our very own James Gagliardi will be signing copies of Encyclopedia of Garden Plants for Every Location, the first Smithsonian Gardens book on gardening.
New Orleans conjures up images of ornate cast-iron railings, boisterous brass bands, and of course, red beans and rice. The cuisine of New Orleans is a true melting pot of flavors and cultures, a product of its unique location on a major waterway and its tumultuous and storied past. Jambalaya, beignets, and chicory coffee are the confluence of hundreds of years of cross-cultural connections and shared meals steeped in French, Spanish, Caribbean, American Indian, and African traditions.
The archetypal New Orleans meal (in this author’s non-scientific, Yankee opinion) is red beans and rice. Like much of the city’s cuisine, there is debate over the origins of this nutritious & delicious one-pot dish. Precursors of the dish can be found in Spanish, Haitian, Caribbean, and African cuisine. No matter the origins, each chef has their own idea of the “perfect” recipe for Monday dinner, the traditional day to dish up this classic. Before washing machines, Monday was customarily the day to spend hours scrubbing the family clothes. Because this was an all-day process a pot of beans with a ham bone and some vegetables was set to simmer for an easy meal after a busy and sudsy day. Dishes that originated in the working class and slave communities migrated to the elegant tables of the French Quarter and into the city’s lexicon of flavor via hardworking and innovative cooks utilizing a truly global arsenal of ingredients. From the tables of stately homes to mom-and-pop joints, you’ll find this king of dishes on the menu in Louisiana homes and restaurants today.
Rice, like the apples featured on the blog last week, is a species introduced from afar but an American dietary staple through and through. The history of rice in the United States cannot be untangled from our dark history of slavery. More and more scholars argue for a West African introduction of rice cultivation techniques to the Americas, with rice being transported over the treacherous Middle Passage and grown by enslaved Africans in their small garden plots. This year we’re growing ‘Carolina Gold’ rice in the Victory Garden. It was a successful plantation crop in the Carolina Lowcountry, its sweet and clean taste complementing delicate fish stews. However, ‘Carolina Gold’ was too finicky a crop to keep up with the mechanical, modern world and was almost lost to extinction. The Carolina Gold Rice Foundation and a small group of rice farmers are leading the charge to put this historic rice back on the table.
New Orleans native Louis Armstrong considered red beans and rice to be his favorite dish among many favorite dishes. He loved red beans and rice so much he often signed off on letters with “Red Beans and Ricely Yours, Louis Armstrong.” Not able to join us at FOOD in the Garden this evening? Whip up a pot of this New Orleans favorite with this recipe for red beans and rice from Armstrong and his wife Lucille, courtesy of the Louis Armstrong House Museum and NPR.
-Kate Fox, Smithsonian Gardens educator
This week we are highlighting a tree that is not growing in our Victory Garden—yet. Every Thursday in September we are exploring one of four key maritime regions with connections to the War of 1812 at FOOD in the garden at the National Museum of American History: the Long Island Sound, the Chesapeake Bay, the Great Lakes, and New Orleans. This week’s theme transports us to the Great Lakes region for a discussion of the ever-changing agricultural heritage of the “Eden of the West.” Join us in the Victory Garden for delicious food, cider-making demonstrations from Distillery Lane Ciderworks, rhubarb and apples pies from Whisked! Bakery, and more. Tickets available here.
What is more American than apple pie? At one point in American history the answer might have been apple cider. Cultivated apples (Malus domestica) originated from the wild species Malus sieversii in Asia and were brought to North America by European colonists in the seventeenth century. Much of the climate of North America was found to be amenable to growing apples. Through the process of grafting, regional varieties proliferated to create a distinctly American pomology. Both George Washington and Thomas Jefferson grew apples on their farm estates (here at Smithsonian Gardens we like to think of them as the founding gardeners) and produced cider. Today cider usually refers to the sweet, non-alcoholic variety. The cider (or “cyder”) of the 18th and 19th centuries was a fermented, alcoholic beverage and much different than the commercially-available hard cider today. Dry, cloudy, and lightly effervescent, cider was brewed in relatively small batches and tasted distinctly of the maker’s favorite blend of local apples. Cider apples are more bitter than apples used for baking and eating fresh, and there were hundreds of choices. Jefferson preferred ‘Golden Wilding’ and ‘Red Hughes’ for his cider. According to author Frank Browning in his book Apples, casks of cider were even used as an informal currency, an acceptable payment for goods and services.
Every apple-growing region in the United States was once known for their locally-developed cultivars. Lumpy or squat or pink on the inside, apples can express a certain terroir particular to the people and places who gave them root. Apples with names like ‘Chenango Strawberry’ and ‘Black Oxford’ are stories begging to be told. In the twentieth century Prohibition left cider production at a standstill and a more robust national transportation system put apples on the table no matter the season. Now, at most grocery stores only about a dozen varieties are available, cultivated over the years for their hardiness and sweeter flavor. The United States is now the second-leading producer of apples in the world, after China. ‘Red Delicious’ reigns as local apples have faded away, some lost but others making a comeback as interest in historic American food and foodways grows.
Once “new” to the Great Lakes region, apples are now deeply ingrained in the cultural and culinary heritage of New York, Pennsylvania, Ohio, Indiana, and Michigan. At FOOD in the Garden this week our panel will discuss apples and other exotic (and sometimes invasive) species introduced to the Great Lakes region as settlers moved westward in search of fertile farmland. Tim Rose of Distillery Lane Ciderworks will be joined by Jodi Branton of the National Museum of American Indian and Rick Finch, interim director of the Glenn Miller Birth Place Museum for the discussion.
We hope to see you tomorrow evening in the Victory Garden as we raise a glass of cider to food history!
-Kate Fox, Smithsonian Gardens educator
We are kicking off the start of the new school year with a guest blog post by Michael Torguson, a teacher in Medford, Oregon who spent the summer teaching school at a juvenile detention facility. He used soil as a jumping off point for his students to study the science, history and geography of locations across the globe, widening their world.
Teaching is a challenge under the best of circumstances. Teaching summer school at a juvenile detention facility, the challenge gets kicked up a notch (or two!).
When I asked the kids what they wanted to learn over the summer, they said they wanted to learn botany. So we did the usual: planted an herb garden, studied water ecology and how pollution affects the land (and by extension, plants), and the properties of soil. In a regular school setting, the usual procedure would be for students to scatter around the school grounds, locate their patch of soil, mark it on a school map, and do their analysis.
But how do you teach soil and plant biology when students cannot leave the building? Answer: bring the soil from outside . . . in. I was originally going to take a weekend, drive around town, and collect soil from different areas. Then I had an idea: why not collect soil from all over the country? I reached out to various “famous places” and requested soil from their grounds for the kids to analyze. I got some very interesting responses, from “This is unprecedented!” to “You just want … dirt?”
I also got some happily unexpected responses, from “Soil from the Trinity Nuclear Test Site will always be radioactive” to the one from my new friend, Smithsonian Gardens’ own Supervisory Horticulturist Brett McNish. McNish said he did a similar project a while back and offered to send some soil that he was able to collect from overseas. So Brett sent me soil from the U. S. Embassy Grounds in Kabul, a Forward Operating Base in Iraq, sand from Omaha Beach, as well as from the garden near the National Museum of the American Indian.
In all, we received and tested soils from:
- Arecibo Observatory, Puerto Rico
- Central Park, New York
- Dodger Stadium, California
- Forks, Washington (We had a Twilight fan in class!)
- Haleakala, Hawaii
- Harvard Yard, Massachusetts
- Los Angeles Coliseum, California
- Monticello, Virginia
- Mt. Vernon, Virginia
- Old North Church, Massachusetts
- Pike’s Peak, Colorado
- The Smithsonian Institution, Washington, D.C.
- Trinity Nuclear Test Site, New Mexico
- Very Large Antenna Array, New Mexico
- White Sands Missile Testing Range, New Mexico
A Social Studies teacher by training (and excitable by nature), I decided not to limit the science project just to science; I decided to add geography and history to the mix. The project was getting really interesting!
The project evolved, and ultimately each student:
- Learned the Scientific Method and proper observation and documentation methods;
- Performed Soil Properties Classification (all students classified all soils);
- Conducted Nitrogen, Phosphorous, Potassium (NPK) and pH testing;
- Researched what each of the above tests mean in terms of soil health;
- Researched the climate and geography of the region;
- Researched the history of the location where they received the soil;
- Created and presented their report to the class.
Best of all, the students rose to the challenge! Not only did they follow correct analysis procedures, but they also wrote very good historical and scientific summaries. As a bonus, they got to keep their dirt as a souvenir. (Except for the Trinity Soil – I didn’t want to have to answer questions about why I was giving radioactive material to students!)
In the end, the students had fun, learned a few things, and got to “visit” places they otherwise would not have been able to go. I also learned an important lesson about creatively teaching across the curriculum.
Oh, and in case you are wondering, the student who analyzed the Smithsonian soil reports that:
“The soil was dark brown, with lots of small roots. It was rich and healthy. The Phosphorous level was low (0-50lb/acre), there were trace amounts of Nitrogen and Potassium, and the pH level is 7.0.”
-Michael Torguson. During school year Michael is a substitute teacher at Central Medford High School in Medford, Oregon.
Of the four birds currently on display as sculptures in the Enid A. Haupt Garden, the Labrador duck is the one about which we know the least. Despite this—or perhaps because of this— the bird has spawned different theories about how it lived and how it eventually became extinct.
The sculpture is part of The Lost Bird Project, which seeks to create awareness about our fragile bird species. The creation of artist Todd McGrain, the project has been sponsored by the Smithsonian and other organizations. Four birds will remain in the Haupt Garden until spring 2015; a fifth bird is in the garden of the National Museum of Natural History, on the corner of 12th Street and Constitution Avenue.
The Labrador duck lived along the east coast of North America, from Canada to the Chesapeake. A small bird, it was a good diver and swimmer. It had a flat, square bill that allowed it to scoop up small fish and shells, on which it lived.
Unlike other birds that became extinct because of specific practices or even a single cataclysmic event, the Labrador duck declined for unknown reasons. Its meat did not taste good, so the duck was not hunted widely. Nor was its plumage unique or particularly desirable. There is some speculation that the number of ducks began to decline when their main source of nourishment, a specific mollusk, was depleted by overfishing. Another possibility is that its eggs were widely hunted by predators, thereby reducing the number of birds. The story of the Labrador duck therefore underscores the interconnectedness of the natural world: change in one element can trigger further changes, eventually jeopardizing the existence of unique species.
Interestingly, the extinction of the Labrador duck has inspired both research and whimsy. Biologist Glen Chilton embarked on an 82,000-mile journey to explore the bird’s history, which he captured in his book The Curse of the Labrador Duck (2009). More recently, A Birder’s Guide to Everything (2013), a movie starring Ben Kingsley, centers on a group of teenagers’ quest to find the duck, which they do not think is extinct.
-Annette B. Ramírez de Arellano, Smithsonian Gardens volunteer
The Lost Bird Project is a companion exhibit to “Once There Were Billions: Vanished Birds of North America” on view at the Smithsonian Institution Libraries through October 2015.
Did you know that this week is National Pollinator Week? Every year organizations devoted to conservation celebrate pollinators and address the urgent issue of declining pollinator and plant populations. Pollination is the process of moving pollen within flowers or from flower to flower, allowing the plants to fertilize and reproduce. This movement can be done by wind, water, or a variety of animals, known as pollinators. Animal pollinators assist about 90% of all flowering plants in their pollination needs.
This year’s focus is on native orchids, which depend on a variety of animals for pollination. What is particularly interesting about the relationships between orchids and their pollinators is that while many insects and animals may visit orchid flowers, each orchid species often has a “preferred” pollinator. Unfortunately, if pollinator populations continue to decline, many species of orchids could be at risk.
This is true too for many of our own food sources, including coffee, bananas, and a variety of tree nuts. These plants are truly dependent on their pollinators and in turn, so are we. According to pollinator.org, “worldwide, approximately 1,000 plants grown for food, beverages, fibers, spices, and medicines need to be pollinated by animals in order to produce the goods on which we depend. In the United States, pollination by honeybees and other insects produces $40 billion worth of products annually.” However, the loss of habitat, chemical misuse, invasive plant and animal species, and various diseases have severely affected pollinator species around the world. Unfortunately, the true scope of damage and the status of pollinators is still unknown, which is why it is so important to work to conserve pollinator species, even the seemingly non-desirable insects, such as flies.
When we think of pollinators, we typically think of the glamorous ones: bees, butterflies, and hummingbirds. However, many plants are pollinated by other animals and insects such as bats, beetles, moths, and even flies; each one has its own distinct attraction to flowers. For example, bees, birds, and butterflies prefer brightly colored flowers, while flies and moths prefer pale or dark colored plants. A diverse selection of native plants in your garden can help to support pollinator populations in your area and maintain botanical biodiversity. Pollinator.org has handy regional guides on what plants are native to your area and attractive to the different pollinators in your eco-system.
So what can we do to protect and encourage pollinator communities? In the Butterfly Habitat Garden, Smithsonian Gardens has committed to planting pollinator-attracting plants free of chemical-based pesticides. In all of our gardens too, an Integrated Pest Management approach is used, meaning that we monitor insect behavior and can then attempt to control insect populations rather than eradicate them. This method can better allow for pollinators to do their jobs, as they are not exterminated by chemical-based pesticides.
Even if you cannot devote a whole habitat to pollinating critters, you can provide a refuge or food source with even one plant. James Gagliardi, horticulturist in the Butterfly Habitat Garden provided a list of some of his favorite plants in the garden that are frequently visited by pollinators:
Hummingbird Mint (Agastache spp)
Boneset (Eupatorium perfoliatum)
Bee Balm (Monarda spp)
Mountain Mint (Pycnanthemum muticum)
Salvia (Salvia spp)
Pincushion Flower (Scabiosa spp)
Goldenrod (Solidago spp)
Verbena (Verbena spp, especially Verbena bonariensis)
Lantana (Lantana camara)
Cardinal Flower (Lobelia cardinalis)
Great Blue Lobelia (Lobelia siphilitica)
-Elizabeth Chenevey, Smithsonian Gardens Education & Outreach Intern
The Enid A. Haupt Garden is a symmetrical, manicured Victorian parterre gracing the Smithsonian Quad. While the design of the garden changes with the seasons, it usually has topiaries or tall urns in each of its four corners. This year, however, the plants have been replaced by four large bronze birds, each one representing an extinct species native to North America.
The birds, the work of artist Todd McGrain, are part of the Lost Bird Project. The project seeks to create awareness of the vulnerability of living things when they are hunted or their habitats are destroyed. The sculpture closest to the southeast corner of the garden is the heath hen, whose history is closely entwined with that of the areas where it once thrived, from Maine to Virginia.
A subspecies of the prairie chicken, the heath hen was considered a culinary treat. Indeed, some have suggested that it was the heath hen rather than the turkey that the Pilgrims consumed during the first Thanksgiving. Because they were a cheap food source, heath hens were hunted and eaten, and their numbers dropped sharply. By 1870, there were none in the US mainland; their dwindling population was confined to the island of Martha’s Vineyard off the coast of Massachusetts. By the turn of the 20th century, only 100 heath hens were left and the island placed a ban on hunting. This measure, together with the creation of a sanctuary, increased their population to 800 by 1916. But a fire destroyed much of their breeding ground that year, and that, together with a harsh winter, disease, and the rise of predatory birds, once again imperiled the heath hen. By 1927, there were only 13 birds left. The last heath hen, known as Booming Ben for his distinctive and haunting hoot, died in 1932.
McGrain has depicted the hen with an open beak, as if Ben were trying to tell us something. The sculpture was made using the lost-wax method. The bird was first carved in wax, then covered with a ceramic material and baked in an oven. This burned away the wax, leaving a mold in the shape of the bird. The molten bronze was then poured into the mold, after which it hardened and assumed the desired form. The artist has therefore created a memorial to the extinct bird, both honoring the heath hen and reminding us of its extinction, an event that could have been averted with greater environmental knowledge and awareness.
-Annette B. Ramírez de Arellano, Smithsonian Gardens volunteer