My work has focused on the Czech Euroindians history of their origin, what it means to be "Euroindian" and how they themselves understand their way of life models. The aim was to find the identity of the Czech Euroindian in modern Czech society. The work deals with the spiritual culture and the implementation of some of the most characteristic of Indian's ceremonies, habits when camping (spring, summer, autumn, winter) as the teepee construction and compliance with the label inside the teepee, cooking, playing the most typical Indian's games, music and singing and other joint events (Pow wow General Assembly, etc.) and their connection with modern life in Czech society. My work is theoretical and empirical. I base it on the method of qualitative research. I use literary sources, Internet resources, personal communication and e-mails with Czech Euroindians and unstructured interviews with Czech Euroindians. Valuable sources of information were also in journals Buffalo wind, Wampum Neskenonu magazine and the Tramp. I also used the method of participant observation in my own field research, which consisted of two two-week stays at summer Euroindians camps near the village Chýlice by Toužim in year 2004 and 2005 and I continued working on my work Metamorphosis Lakota ceremonies from the past to the...

Indiana University-Purdue University Indianapolis (IUPUI) / The nexus of presenting an authentic environment and engaging audiences has been at the core of debate around living history museums since their inception in the 1960s. Conner Prairie's transition from a folklife model to a learning theory and research-based organization is traced in this thesis.

Historical dress as a museum theater and research process encompasses material, technological, and cultural experiences from the past in the present. This research examines how intimate experiences with heritage materials, processes, and environments may impact development of educator pedagogy. Historical attractions in the US draw visitors due in part to providing guests with context for the objects and built environments displayed. New Materialist theory offers insights into how inanimate objects and environments "teach" human and non-human entities in their own right. Using a New Materialist lens, I observed, interviewed, and conducted participant observations through a novel research methodology, intra-active narrative inquiry, with costumed museum educators to better discern how relations between humans and historical materials intra-act as embodied experiences of object knowledge in museum pedagogy.

In today’s history teaching in Sweden, role-play and historical re-enactment receive little attention. Even though many students find history as a subject boring and irrelevant, very little is done to improve the mode of teaching. My theses is that this could be done by presenting new ways of teaching and at the same time find a way to make more students interested in history. The main aim is to investigate if there are ways to offer students an experience of history by carrying out different interactive exercises with a touch of roleplay and historical recreation. In this essay, three exercises of that type have been constructed based on how historical role-plays have been used at museums and historical centres, the opinions of people who are engaged in re-enactment and living history, and on the curriculum for the Swedish upper level secondary school. The three exercises (a role-play exercise, a lecture by an invited re-enactor, and a theme week) have been analysed by four teachers who teach at upper level secondary school and high school. They responded very positively to the exercises, and judged the exercises to be fully viable in a classroom context. In conclusion, there are ways to implement re-enactment and role-play in history education to make the teaching more varied and interesting for the pupils. I argue that history is something you have to experience if you are to understand its full extent.

The photographer discusses the photographs in Descendants, her Master of Fine Arts thesis exhibition which was held at Tipton Gallery, Johnson City, Tennessee from October 31, 2016 through November 23, 2016. The exhibit consisted of 19 large format color photographs. This body of work visually represents the artistʼs interest in those who participate in Civil War re-enactments. The historical and contemporary influences discussed are in accordance to Sheffieldʼs photographs. Historical influences include Matthew Brady, James Abbott McNeill Whistler, Walker Evans, and Helen Levitt, as well as those of contemporary artists; Martin Parr, Stacy Kranitz, and Anderson Scott.

and activities, and it introduces the citizens association "Indian Corral". Finally, it deals

In this study we wanted to compare how history teachers working in various stages in the compulsory school and high school bring history to life through artifacts and narrations and how it differed based on the students’ cognitive maturity. We also studied how the combination of artifacts, role-playing games and stories can affect students’ learning of history. Semi-structured interviews with five teachers ranging from middle school up to high school were implemented and we coded the results through materialistic and narrative theories. Our findings conclude that authentic artifacts are rarely used because teachers do not have the resources to administer them. Instead photographs and generated artifacts are most used. Narrations in the form of stories and role-playing games are used to help students understand how history is used today and to help the students understand past actors in their own contexts. Our research also shows that popular history is present in history education because teachers believe it is engaging for the students. Popular themes such as the Viking-age and the World Wars are easier for the students to engage with. Therefore, narratives from popular historical themes are easier to bring to life in history education. The higher the education, the more abstract use of history brought to life. In our findings we concluded that when history was brought to life in middle school education it was to make learning more entertaining. In the higher stages it was used to bring actual artifacts as tools to work with abstract didactical themes such as uses of history and critical analysis of sources. This correlates with the cognitive maturity of the students’ ages. Combined, artifacts and narrations give a more holistic view of the past since it provided multimodal teaching opportunities for the students regarding their historical empathy and historical understanding.

This essay is focused on the questions of and responsibility for where, when, how and why communication and meetings through archaeology should take place. I have critically studied Swedish public archaeology through three diverse archaeological excava­tions, one took place in the end of the 1980s, and two others in 2012. I have asked for under what circum­stances and with which goals the public efforts become possible. I have inter­viewed leaders for the archaeological excavations and/or the public efforts and questi­o­ned how and why they reached out to the public. I also searched for results and effects in order to problematize and value the public activities. Through interpretation of the resear­ched material it becomes clear that economic issues as well as archaeo­logists interests and engagements are of vital importance for public archaeology. Co-operation in the local community and archaeological documentation is crucial for the deve­lopment of archaeology and its role in society. Keywords: Public archaeology, Community archaeology, Heritage, Communication, Manage­ment, Historic environment education, Time Travel, Living history / I denna uppsats ligger fokus på frågor som berör ansvaret för var, när, hur och varför kommunikation och möten genom arkeologin ska utföras. Med ett kritiskt förhållningssätt har jag studerat svensk publik arkeologi genom tre skilda arkeologiska utgrävningar, en utfördes i slutet på 1980-talet, och två andra år 2012. Jag har undersökt under vilka förutsättningar och med vilka mål de publika insatserna blivit möjliga. Jag har intervjuat ledare för de arkeologiska utgrävningarna och/eller publika insatserna och ställt frågor om hur och varför den publika arkeologin nått ut. Jag har även sökt efter resultat och effekter i syfte att problematisera och värdera den publika verksamheten. Genom min analys av det utforskade materialet står det klart att ekonomi så väl som arkeologers intresse och engagemang är avgörande för publik arkeologi. Samarbeten inom det lokala samhället och arkeologisk dokumentation är ytterst viktigt för utvecklingen av arkeologin och dess roll i samhället.

This thesis uses qualitative ethnographic research methods to present a case study that explores the multiplicity of meanings and representations that are attached to the Old Deery Inn & Museum in Blountville, Tennessee. Within the community, the Inn functions as a center for cultural memory, with the physical structure itself acting as an artifact that holds community identity. This community narrative contrasts with the official narrative used by tourism entities that markets the Inn as a part of the Appalachian region, situating the Inn within a complex and intricately constructed identity of place that is shaped by lived experiences as well as perceived cultural markers. By unraveling the narratives, this study unpacks the ways that the Inn’s various identities figure into the development of current interpretation and management efforts, and the way that this locally important historical site fits into the larger narrative of tourism marketing in East Tennessee.

Built in 1819 by the U.S. government, Fort Snelling sits at the confluence of the Minnesota and Mississippi Rivers. This place is called a “bdote” by the Dakota people. Oral traditions describe bdote as the site of Dakota creation. Treaties in the nineteenth century allowed the U.S. government to dispossess the Dakota of this land. Fort Snelling is connected to many important points in U.S. history. It operated as a military post until the mid-twentieth century, and was a training or processing site for U.S. servicepersons who fought in the Civil War, U.S. Indian removal campaigns, and World War Two, among others. Dred Scott lived as a slave at Fort Snelling. Following the U.S.-Dakota War of 1862, about 1,600 Dakota people were forcibly concentrated below Fort Snelling, where nearly 300 died. Shortly after, the U.S. government banished the Dakota from Minnesota. Today, Fort Snelling exists as “Historic Fort Snelling.” Run by the Minnesota Historical Society (MHS), the site offers a living history program which interprets Fort Snelling “as it was” in the 1820s—before much of these events of import occurred. This portrayal is geared toward schoolchildren and white Minnesotans, and focuses on the premise of peaceful U.S. settlement in the American West. This study describes Fort Snelling’s history, and address peoples’—both Dakota and other Minnesotans’—objections to the circumscribed interpretation of history at Historic Fort Snelling. By better revealing the memory alive at this site, most specifically the popularly ignored Dakota memories of Fort Snelling and bdote, this study hopes to convey what scholar Avery F. Gordon would term the “hauntings” present but unacknowledged at Historic Fort Snelling. This study concludes that in order to express the density of memory at Fort Snelling, MHS and Historic Fort Snelling must acknowledge that the Dakota people and their stories are crucial to its history. Further, these institutions must recognize that oppressive structures like U.S. colonialism allowed for Fort Snelling’s creation and operation. These structures and the hauntings they produce are still alive on this land, and onsite historical interpretation at Historic Fort Snelling must transform to reflect these living memories. / text