Project wins USDA Award

Courage is not a name generally associated with nineteenth century farmsteads. However, when a handful of African American families settled in rural, Illinois, Indiana, and Ohio in the early years of the nineteenth century--in those decades leading up to America's Civil War, their courage in making this historic decision to live freely among their white neighbors is truly awe inspiring. Archaeologists in Indiana, Illinois, and Ohio are working at uncovering the stories of these courageous souls. Through a variety of means including Historic Black College and University Comprehensive Grants from the Washington Office Civil Rights Program, Passport in Time, and Challenge Cost Shares, with public universities, these archaeologists are delving into the murky past to unearth the story of these amazing people--to bring their story to light and life.

	In the process of telling the story of these long buried communities, these   archaeologists are also training a new and different generation of archaeologists (members of the team including volunteers are shown here).
There are currently only twenty African American archaeologists in the country. This number includes archaeologists employed by the state and federal government, private consultants, as well as academic institutions. Offering opportunities to work in heritage resources on Forest Service lands is a real opportunity to discover what career opportunities are available in natural resource management in federal agencies. These projects are designed to encourage and provide educational opportunities for students not traditionally included, or involved in Forest Service programs. The diversity of heritage resource activities on the Shawnee, Hoosier and Wayne National Forests includes oral history, archival research and archaeological excavations that will be combined to form National Register of Historic Places (NRHP) nominations for each site or community. This employment opportunity provides an excellent opportunity for challenging and unique on-the-job training as well as an exciting work and research experience. An example is finding two pieces of printing type at the Riley Williams farmstead in the middle of the Shawnee National Forest! To think that they may have been used to print anti-slavery tracts!
Working with young African American history students also interjects new ideas and insights into Heritage Resource Management from those with non-traditional Forest Service backgrounds.

In telling the story of these courageous people, students and archaeologist alike have become part of the story. These archaeologists and the Forest Service have the ability to unearth the story of these people with our shovel and our trowels. We also have the responsibility to tell the story of these freedom seekers. We need to find out whether these folks settled in these border communities near the Ohio River in order to help other freedom seekers along the Underground Railroad.

Archaeologists and students have just begun to investigate the relationship between these black settlements such as Miller Grove, Lick Creek, Poke Patch and Paynes Crossing and the Underground Railroad, as they struggle to grasp the dangers involved in belonging to this secret society of "conductors" and "friends" surrounded by southern sympathizers and copper heads.

The students have learned to read the archaeological record like a storybook. They open the book and with each turn of a page, each artifact jumps out at you; each artifact is a word, and each foundation stone a chapter. Working with the Forest Archaeologist, they have learned to dig in the libraries and courthouses as well as the dirt. They have entered data in the computer system, honed written and oral communication skills, and learned how to make decisions by working with the Forest staff. They have also learned about the laws governing heritage resources and why it is important to preserve the stories contained in the soil of sites like Miller Grove, Lick Creek and Paynes Crossing. They have learned that this isn't just the story of one people, it is the story of us all. It was not just the Quakers that made the Underground Railroad; it was not just the Presbyterians, Methodists, Congregationalists or the American Missionary Association; it was not just people like Harriet Tubman and Harriet Beecher Stowe; this is also the story of all of the anonymous people that labored in silence and secrecy to help friends in need.

In telling the story, students and archaeologist alike have become part of the story. The story goes on, until it is difficult to tell the storyteller from the story.
Is the story the one that details the life of the Millers of Miller Grove or the Paynes of Paynes Crossing, or is it the story of young black students being given the opportunity to contribute to our nation's history and the liberty to have more choices about their future?

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