[Blackstudies-l] Fwd: New Philadelphia Field School (Summer 2010 paid internship)

Emilye Crosby crosby at geneseo.edu
Wed Jan 20 09:02:11 EST 2010

Please share this information with interested students.

Begin forwarded message:
> From: Christopher Fennell <cfennell at illinois.edu>
> New Philadelphia Archaeological Research Project
> Field School in Archaeology and Laboratory Techniques
> Summer 2010
> May 24, 2010 to July 30, 2010.
> Sponsored by the National Science Foundation's Research Experiences  
> for Undergraduates Program (NSF-REU)
> ** Application Deadline: for best consideration -- March 19, 2010.
> Application forms and additional information are available online  
> at: http://www.histarch.uiuc.edu/NSF/fieldschool.html
> Additional background information is available from the project web  
> pages, at:  http://www.histarch.uiuc.edu/NP/
> ** Field School Objectives
> The New Philadelphia story is both compelling and unique. Many  
> studies in historical archaeology that concentrate on African- 
> American issues have focused on plantation life and the pre- 
> emancipation era. The history of New Philadelphia is very different.  
> It is a chronicle of racial uplift and centering on the success of  
> an African-American family and their ability to survive and prosper  
> in a racist society. In 1836, Frank McWorter, an African American  
> who was born into slavery and later purchased his own freedom,  
> acquired 42 acres of land in the sparsely populated area of Pike  
> County, Illinois, situated in the rolling hills bounded by the  
> Illinois and Mississippi rivers. He founded and platted a town,  
> subdivided the property, and sold lots. McWorter used the revenues  
> from his entrepreneurial efforts to purchase the freedom of sixteen  
> family members, with a total expenditure of $14,000 (over $350,000  
> in today's currency value) -- a remarkable achievement.
> Families of African American and European heritage moved to New  
> Philadelphia and created a multi-racial community. Local residents  
> likely provided "safe house" service for the "Underground railroad"  
> as enslaved African Americans fled northward escaping the oppression  
> of southern plantations. The history of New Philadelphia serves as a  
> rare example of a multi-racial early farming community on the  
> nation's Midwestern frontier (Walker 1983). The town's population  
> reached its peak of about 160 people in 29 households after the  
> Civil War, a size comparable to many Pike County communities today.  
> However, by the end of the century racial and corporate politics of  
> America's gilded age resulted in the death knell for the settlement:  
> regional transportation investors routed a new railroad line to pass  
> several miles to the north of the town. Many of New Philadelphia's  
> residents eventually moved away and, by the early 20th century, only  
> a few families remained (Walker 1983).
> A collaborative project of archaeologists, historians, and members  
> of the local and descendant communities is underway to further  
> research the social history of this demographically integrated town  
> and to enhance its focus in our national memory and heritage.  
> Participating organizations include the University of Illinois at  
> Urbana-Champaign and Springfield, the Illinois State Museum,  
> University of North Carolina, the University of Maryland's Center  
> for Heritage Resource Studies, the University of Central Florida's  
> Public History Program, and the New Philadelphia Association.  
> Sprague's Kinderhook Lodge has also provided generous support.  The  
> town site of New Philadelphia is now designated as a National  
> Historic Landmark based on its significant archaeological resources  
> and exceptional value to our national heritage.
> This NSF-REU sites program will help enhance undergraduate education  
> in scientific methods and analyses in an ongoing long-term project  
> at New Philadelphia. The primary goals of the project are to: 1)  
> Understand the town's founding and development as a multi-racial  
> integrated town; 2) Explore and contrast dietary patterns between  
> different households of different ethnic backgrounds by examining  
> faunal and botanical remains; 3) Reconstruct the townscape and town  
> lot uses of different households from different ethnic backgrounds  
> using botanical data and archaeological landscape features; 4)  
> Elucidate the different consumer choices residents of different  
> ethnic backgrounds made in a frontier situation and understand how  
> household choices changed with the increased connection to distant  
> markets and changing perceptions of racialization within the society.
> The excavation and analysis of artifacts and archaeobiology data  
> will provide students with a hands-on learning experience and  
> mentoring process for students in an interdisciplinary setting.  
> Ultimately, these different data sets will be integrated and the  
> students will gain an understanding of the importance of scientific  
> interdisciplinary research as they examine the growth and  
> development of the town. This research will elucidate how individual  
> members and families of this integrated community made choices to  
> create their immediate environment, diet, agricultural practices,  
> social affiliation, and consumer choices.
> ** Archaeological and Research Setting
> New Philadelphia in Pike County, Illinois is situated between the  
> Illinois and Mississippi rivers. Today, most of the original 42  
> acres have been returned to agricultural use. Only a few scattered  
> house foundations are visible in the plowed fields.
> This archaeology project serves as an excellent opportunity for  
> students to participate in many aspects of a scientific research  
> program. Students will be divided into teams and they will work  
> collaboratively on an assigned town lot in New Philadelphia. Prior  
> to excavations, each student will draw from the broader research  
> goals of this project to create an individual and focused research  
> design to be addressed in the course of their field school  
> experience. The field school instructors will teach students about  
> the different archaeological theories used to formulate such  
> research designs, and the methods, sampling, and excavation  
> strategies used in archeology to explore those questions.
> Each team will be responsible for helping to develop a research  
> design, retrieving archaeological data (material culture and  
> archaeobiology data), cleaning and cataloging the materials, data  
> entry, and analyzing artifacts and archaeobiological materials from  
> one town lot. Student teams will work closely in a mentorship  
> situation with Illinois State Museum, Research and Collection Center  
> (ISM-RCC), University of Illinois, and University of North Carolina  
> staff in order to acquire the necessary skills to perform scientific  
> research. Each student will specialize in one form of analysis and  
> they will report on their findings at the end of the summer session.  
> This information will allow students to work as a team to  
> reconstruct the landscape and lifeways of residents of this historic  
> town. Evening lectures will be presented and the group will take  
> several field trips to local historic sites and museums during the  
> ten-week course.
> ** Results
> At the end of the course student teams will make a presentation of  
> their results. Field school staff and members of the community  
> interested in this archaeology project will be invited to a half-day  
> symposium to listen to and discuss the results presented by each  
> team member. The presentation will allow for the dissemination of  
> new information as well as group assessment and constructive  
> critique of the work of each field school participant and the  
> overall project. With the help of field school instructors, this  
> presentation will introduce students to the skill of public speaking  
> and it will help provide them the techniques for communicating  
> scientific results to a public audience. After this presentation and  
> discussion, student teams will assess evaluations and create a  
> strategy on how to best present this work to other audiences. They  
> can also provide their assessments of the priorities that should be  
> placed on the various research goals to be pursued in ongoing  
> historical!
>  a!
> nd archaeological investigations at the New Philadelphia site.
> ** Project Location, Facilities and Student Stipends
> All students are required to be in Pike County on May 24, 2010, and  
> the instructions will begin on May 25. New Philadelphia is about 75  
> miles west of Springfield, Illinois, and 25 miles east of Hannibal,  
> Missouri. There are no mass transportation services to the immediate  
> area. The closest town is Barry, Illinois (population 1400) where  
> students will stay at the Kinderhook Lodge. Lodging and meals will  
> be provided during weeks 1-5 while staying in Pike County and  
> students will be transported to the site every day. During the  
> weekends students with access to autos are free to travel and  
> explore the region when fieldtrips are not scheduled. (The  
> Kinderhook Lodge is located between the towns of Kinderhook and  
> Barry on Rt. 106). During weeks 6-10 students will move to the  
> dormitories in Springfield, Illinois and work at the ISM-RCC. This  
> facility provides a state-of-the-art environment and it has vast  
> collections and high quality research laboratories and offices for  
> anthropolog!
> y,!
> botany, geology, and zoology. Students receive a $450 per week  
> stipend paid on a bi-weekly basis, and the NSF-REU grant also covers  
> the costs of their lodging and meals as described above. Both  
> lodging and meals are provided during weeks 1-5, and lodging (but  
> not meals) are provided during weeks 6-10. (The university may be  
> required to withhold social security tax from each stipend  
> disbursement; we are working to determine if this is necessary).
> ** Additional Information
> For additional details about this field school opportunity, please  
> visit the web sites listed above, or contact Chris Fennell by email  
> at cfennell at illinois.edu.

Emilye Crosby
History Department
1 College Circle
Geneseo, NY 14554
(585) 245-5375
crosby at geneseo.edu

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