Fall 2015 VAM Voice

Voice

3126 W. Cary St., #447 | Richmond, Virginia 23221-3504 | 804. 358.3170 | www.vamuseums.org | Fall 2015

Virginia Museums and Confederate Symbols in 2015

i Revisions to Virginia’s

History and Social Sciences Standards of Learning Member Profile: The Fauquier History Museum at the Old Jail

Professional cyclists ride around the Robert E. Lee monument on Richmond’s Monument Avenue during the UCI Road World Championships, held in Richmond September 19 - 27, 2015. Photo credit: Heather Widener.

Virginia Museums and Confe

by Heather Widener

O

n June 17, 2015, Dylann Roof entered the historic Emanuel African Methodist Episcopal Church in Charleston, South Carolina, and gunned down nine members of a Bible study group. As has become common in these horrendous spectacles, it took only hours for the media to begin dissecting the motives and background of the killer.

Prominent was the young man’s racist views, and soon images of him displaying various symbols used by white supremacist groups, including Confederate battle flags, dominated newspapers, magazines, and the internet worldwide.

Cover Story

The tragedy reignited a longstanding controversy over the Confederate battle flag, a flag with a century and a half old history rife with conflicting meanings and disputed understandings, uses and misuses. While some see the banner as a sacred one that signifies pride in heritage, others see it as a banner of racism, harkening back to a time when slavery was a core southern institution. Of course, as with many hot button issues, it is the noise at the fringes that gets amplified by the media. So while some used the moment to wave their flags, others desecrated Confederate monuments.

Taking the Pulse of the Museum Community

Because VAM has been fielding questions from member museums on the issue, we conducted a survey of members to gauge the extent to which the most recent controversy surrounding Confederate symbols – particularly the Confederate battle flag – has affected Virginia’s museums. Nearly 150 people responded to our survey. Over 65% of them interpret or display items from the Civil War. Fifty-two respondents indicated that their visitors have expressed opinions or questions about Confederate symbols as a result of recent events. The visiting public has expressed a wide range of emotions and opinions, and all areas of museum operations at some sites have been affected.

However, according to our respondents, front-line staff, interpreters, and museum gift shop personnel are most likely to be faced with questions or comments.

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Many visitors are very supportive of museums’ educational efforts and have simply expressed curiosity. One respondent explains, “The “line in the sand” appears to be use of the flag as an object of interpretation or of glorification. Are we to help visitors understand our ancestors in the context of their times, or honor them as a memorial to their efforts? Should we have it in an exhibit only or put it on our flagpole with the US flag? We must proceed with cool objectivity in the face of passionate resolve on both sides of the issue.”

Responses indicate that a handful of museums are adding historical context or clarification to help visitors understand certain artifacts. Over half of respondents, however, indicate that they are offering (or plan to offer) additional training to docents and front line staff on dealing effectively with difficult questions or confrontations if they do occur. Fortunately, responses indicate that most visitors understand that museums’ missions are to interpret and educate with objectivity, “[People] who have expressed concern negatively about the flag understand that it is our museum’s job to interpret symbols and educate the public, so they don’t have any problem with our exhibit of Civil War artifacts or flags.”

However, artifacts on display with interpretation and gift shop merchandise are two different things. Says one respondent, “Most guests are ok with the artifacts that represent both sides of the war, but we’ve had a very mixed reaction to the Confederate flags in the shop.” Of the 37 respondents that answered a question asking whether they currently offer Confederate-related memorabilia in their museum shops, 22 indicated that they do. Many museums are already sensitive about the context, quality, and mission-appropriateness of the items they do carry. For example, one respondent indicated, “We do not carry items such as key chains, belt buckles… items [we sell] include historical books, post cards, pamphlets etc. that are in a historical context.” A few museums have looked anew at gift shop offerings and discontinued items that were not historically relevant; others haven’t made changes yet but are watching the issue.

Says one respondent, “In the future any tasteful Confederate items in our store will

directly relate to an artifact in our museum, so the educational value of the object is transferred to the souvenir.”

The American Civil War Museum

Few museum professionals have more experience dealing with controversy, misunderstanding, and emotion over Confederate symbolism than those working at The American Civil War Museum (ACWM), located in Richmond and Appomattox. After all, as their mission states, the ACWM is “the preeminent center for the exploration of the American Civil War and its legacies from multiple perspectives: Union and Confederate, enslaved and free African Americans, soldiers and civilians.” In the wake of the Charleston massacre, the issue has affected all areas of museum operations. As Eric App, who directs museum operations at the ACWM points out, “The national conversation included commentary about how these symbols belong in a museum. The ACWM was named, early on, as that sort of place.”

In fact, the museum holds 650 flags, 510 of which were used during the war (including those with a large variety of designs – many not controversial or recognizable by most people). The staff at the museum, when asked about a Confederate battle flag, are trained to asking the follow-up question, “which one?” This summer, according to App, “Our front line staff were inundated with calls and walk-ins [by visitors] who wanted to discuss [the flag] and espouse their opinions and attitudes.”

Luckily, these professionals are well-versed not only in Civil War history, but also in the array of opinions surrounding Confederate symbolism that have evolved in the last 150+ years. The ACWM’s historian, John Coski (author of The Confederate Battle Flag: America’s Most Embattled Emblem) was hit with over 70 requests for interviews from media outlets from all over the country, including the Boston Globe and New York Times.

As with many museums that responded to our survey, the ACWM shop saw immediate effects of the renewed controversy over Confederate symbols, especially considering that many private retail and manufacturing companies have opted to discontinue battle flag merchandise. “While some flag-related

ederate Symbols in 2015 merchandise was pulled from the shelves, all flag sales increased overnight and remained steady and high for about a month,” explains App. As it was at many museums that interpret the Civil War, shop workers had to be ready for a variety of questions and requests, and had to make decisions about the mission-appropriateness of certain merchandise.

Because such a large portion of the museum’s staff has been affected by the most recent events surrounding Confederate symbolism, VAM is working with leaders at the ACWM to develop a workshop centered on museums that find themselves at the nexus of crisis and controversy. The workshop will be held at their site in Appomattox, and will use the experiences of the ACWM as a case study. Coski, along with Co-CEOs Christy Coleman and S. Waite Rawls III, are among those slated to speak at the workshop.

Additionally, internally at the American Civil War Museum, leaders are discussing how else they might address these current events in the museum experience.

Lee Chapel and Museum

The Lee Chapel and Museum (owned by Washington & Lee University) has been grappling with controversy over the display of the Confederate battle flag since before the incident in Charleston. In fact, in 2014, the Chapel removed several decorative reproduction flags. The move was prompted by complaints from a committee of students from their law school who objected to the flags’ presence and to taking the school honor pledge in view of the flags. The university president closely examined the history and role of the flags prior to making his decision: “In 1930, several original and historic battle flags - “colors” that had been captured or surrendered to the Union army - were placed near the statue of Lee. The University did not own them. They were the property of the Museum of the Confederacy, now part of the American Civil War Museum, which asked us to return them in the 1990s … [due to] deterioration. They were replaced with reproductions, which are not historic and are not genuine artifacts.

The purpose of historic flags in a university setting is to educate. They are not

to be displayed for decoration, which would diminish their significance, or for glorification, or to make a statement about past conflicts. The reproductions are not genuinely historic; nor are they displayed with any information or background about what they are. The absence of such explanation allows those who either “oppose” or “support” them to assert their own subjective and frequently incorrect interpretations.

Consequently, we will remove these reproductions from their current location and will … [display original flags] on a rotating basis in the Lee Chapel Museum….and the stories behind them can be properly told.”

(Excerpt from Washington & Lee University President Kenneth P. Ruscio’s Message to the Community, July 8, 2014)

According to Lucy Wilkins, director of University Collections and Lee Chapel & Museum, even though the removal of the decorative flags restored the 1883 feeling and original intent of the Chapel, there was still a lot of opposition to the move.

“So much of what we had to deal with was rooted in misunderstanding,” says Wilkins. To confront the continuing controversy, the organization took a couple of steps. A key goal was to educate and take pressure off of the front-line staff.

Docents were provided with additional education, and with business card-sized handouts with images of the flags and links to a website explaining the history of the flags and the President’s decision, and an additional link to the university

Re-enactors on horseback during this summer’s Civil War Weekend in Manassas. Courtesy of the Manassas Museum System.

Fall 2015

communications department (for those who felt they needed to vent further). The Lee Chapel and Museum also increased security. Despite these steps, President Ruscio, as well as the students who originally opposed the reproduction flag display, received threatening messages – even death threats. Throughout the ordeal, according to Wilkins, the museum had complete support and backup of the administration. She emphasizes the importance of museum board support of decisions they make, and support of the organization’s staff members. This sentiment was echoed by one of our survey respondents, who indicated “I asked my Board of Trustees to go on record (minutes) as to what they wanted the staff to do about ordering more Confederate flags... they did so.”

For a number of years, a chapter of the Sons of Confederate Veterans used the Lee Chapel for a commemoration of Lee-Jackson Day in January. However, because of threats and inflammatory messages sent by people identifying themselves as members of the group, the University this year will not allow the group to use the Chapel. The university decided that, in light of the threats, hosting the program was not an appropriate use of the Lee Chapel. Says Wilkins, although the controversy has subsided of late, “It’s been emotionally wearing on the staff, and just sad to see people still splitting up over this same issue 150 years after the fact.”

Manassas Museum System

According to Mary Helen Dellinger, the curator for the Manassas Museum System, the organization recently held their annual Civil War Weekend. It is a family-oriented living history event featuring costumed interpreters – many of them volunteers – portraying figures from both the Union and Confederate armies. Because the Confederate battle flag and other confederate symbols would be on display, and anticipating public sensitivity following the incident in Charleston, the museum decided to be proactive and provide training to the front line interpreters. Staff created a two page sheet explaining the history of the battle flag and the differences between it and the various Confederate national flags. Says Ms. Dellinger, “We distributed it

Continued on page 11.

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2015 Revisions to Virginia’s Standards of Learning

compiled by Heather Widener

Coming Soon: Updated • enable students to understand the basic Instructional Tools constitutional self-government;

values, principles, and operation of Ameri- Technical assistance documents to can constitutional democracy; support and align with the 2015 History • prepare students for informed, responsi- and Social Science Standards of Learning and a Curriculum Framework will be ble, and participatory citizenship; developed in 2016. In the meantime, the • develop students’ skills in debate, discus- resources that your museum already uses sion, and writing; and and the unique features at your museum can be adapted for use in supporting the • provide students with a framework for revised standards. continuing education in history and the

Technical Insert

In 1995, the Virginia Board of Education first published K-12 Standards of Learning (SOL) in English, mathematics, science, and history and social science. The SOLs provide a framework for instructional programs designed to raise the academic achievement of all Virginia students and have remained a primary driver of curricu- social sciences. lum throughout the state.

Because teachers and schools are held Pursuant to legislation from the 2000 accountable for student success as meaVirginia General Assembly, the Board of sured by SOL assessments, everything Education established a seven-year cycle they do – including planning school field for review of the Standards of Learning. trips and outreach experiences for their Thus, the 1995 History and Social Science students – must be in support of student Standards of Learning were scheduled for mastery of those standards. This is why review in 2001, 2008, and 2015. In January it is imperative for museums throughout of 2014, the Department of Education the Commonwealth to understand the (DOE) presented the schedule for the most SOLs and demonstrate to their public recent review of the History and Social school audience that field trips meet SOL Science SOLs to the Board of Education. goals. To that end, museum educators and leaders must be aware of the content The 2015 History and Social and implications of recent changes in the History and Social Sciences SOLs. Science Standards of Learning According to the Virginia DOE, the History and Social Science SOLs were developed with the assistance of educators, parents, business leaders, and others who have an interest in public education and a civil society. Museum educators, as well as VAM and VFH representatives, were welcomed in to the review phase to address the specific needs of our audience. The 2015 SOLs are designed to: • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective; • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of

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Digging into the Revisions With the rollout of the 2015 version of the History and Social Science SOLs, educators will notice that some standards are only changed insofar as wording has been clarified. Other standards read exactly like the 2008 version, and still others reflect more global revisions to focus areas and topics. To be sure that your museum is using the most recent standards in your program planning, download the 2015 History and Social Science SOLs at http:// www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/2015/ stds_history_social_science.pdf.

To illustrate the types of changes you’ll see in the new standards, the side-by-side examples on the opposite page compare a few 2008 standards with their 2015 counterparts. To see how the revisions will affect specific SOL programming at your museum, refer directly to the 2015 standards.

The anticipated schedule for the review of the Curriculum Framework is: Late Fall 2015: The DOE will present the draft of the Curriculum Framework to the Board for first review. Additionally, the DOE will post on its web site the History and Social Science Standards of Learning Curriculum Framework for review. The page will be active for 30 days.

Winter 2016: The Superintendent of Public Instruction will present the proposed Curriculum Framework to the Board of Education for final review and adoption. The final document will be posted on the DOE web site for educators and others to access.

In the end, your site and collection are unique. They exist as a testament to either a time in history, a facet of culture, or a cross section of the natural world. So, a student field trip to your site is inherently a valuable experience that cannot be duplicated in a classroom or anywhere else.

This experience is, more than anything else, the essence of what you have to offer your audiences. When you tie those unique features to Virginia’s learning standards, you make it easy for teachers to bridge the experiential field trip back to what’s going on in the classroom. You’ll also ensure that those teachers bring their classes year after year.

Special thanks to Betsy Barton, specialist for history and social science (K-5), Office of Humanities and Early Childhood, Virginia Department of Education, for providing us with the latest DOE information for the purposes of this article.

Ms. Barton can be reached by e-mail at Betsy.Barton@doe. virginia.gov.

s History and Social Sciences Examples: 2008 History and Social Sciences Standards

Examples: 2015 History and Social Sciences Standards

Fourth Grade Virginia Studies

Fourth Grade Virginia Studies

VS.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to: a) identify and interpret artifacts and primary and secondary source documents to understand events in history; b) determine cause-and-effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; e) make connections between past and present; f ) sequence events in Virginia history; g) interpret ideas and events from different historical perspectives; h) evaluate and discuss issues orally and in writing; i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

VS.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by: a) analyzing and interpreting artifacts and primary and secondary sources to understand events in Virginia history; b) analyzing the impact of geographic features on people, places, and events to support an understanding of events in Virginia history; c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in VA history; d) recognizing points of view and historical perspectives; e) comparing / contrasting ideas and cultural perspectives in VA history; f) determining relationships with multiple causes or effects in VA history; g) explaining connections across time and place; h) using a decision-making model to identify costs and benefits of a specific choice made; i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom activities; and j) investigating and researching to develop products orally and in writing.

VS.5 The student will demonstrate knowledge of the role of Virginia in the American Revolution by: a) identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence; b) identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette; c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown.

VS.5 The student will demonstrate an understanding of the role of Virginia in the American Revolution by: a) identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence; b) identifying the various roles of American Indians, whites, enslaved African Americans, and free African Americans in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, the Marquis de Lafayette, and James Lafayette; c) identifying the importance of the American victory at Yorktown; and d) examining the reasons for the relocation of Virginia’s capital from Williamsburg to Richmond.

Eleventh Grade Virginia and United States History

Eleventh Grade Virginia and United States History

Early America: Early Claims, Early Conflicts VUS.2 The student will describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and American Indians.

Early America: Settlement and Colonization VUS.2 The student will apply social science skills to understand the impact of the Age of Exploration by: a) describing the characteristics of early exploration and evaluating the impact of European settlement in the Americas; and b) analyzing the cultural interactions among American Indians, Europeans, and Africans.

VUS.3 The student will describe how the values and institutions of European economic and political life took root in the colonies and how slavery reshaped European and African life in the Americas.

VUS.3 The student will apply social science skills to understand early European colonization by: a) evaluating the economic characteristics of the colonies; b) analyzing how social and political factors impacted the culture of the colonies; and c) explaining the impact of the development of indentured servitude and slavery in the colonies.

Fall 2015

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Workshop Series 2015 - 2016 GAH! GOVERNANCE, AUDITS, AND HEALTHCARE REFORM

PHILANTHROPY FORUM *Offered as a 1/2 day option or as a full day workshop

What are the 5 most important things to know about nonprofit management? Are you confused about the latest healthcare reform? Did you know that the Form 990 is an important fundraising tool as well as required IRS document? Learn how to tackle these issues, and more at our opening workshop!

Join VAM for a full day of fundraising training or select from one of two topics – donor retention and crowdfunding - for a half day focus. Learn helpful insights and how-to strategies from top development professionals who will help you reach in to improve donor retention and reach out to attract new crowdfunded income.

Speakers: Melanie Mathewes, Executive Director, National Sporting Library & Museum; Olivia Hutton, Steve Spitzer, Chris Frye of Yount, Hyde & Barbour

Speakers: Allan Burrows, President, Capital Development; Jeff Liverman, Executive Director, Jacksonville Center for the Arts; Dr. Jessica Turner, Museum Director, Birthplace of Country Music

Tuesday, October 27, 2015 National Sporting Library & Museum Middleburg, Virginia

April 2016 TBD Virginia Museum of Transportation Roanoke, Virginia

VAM Certificate in Museum Management Credit: Internal Affairs VAM Certificate in Museum Management Credit: External Relations

ARCHAEOLOGY IN ACTION Monday, November 9, 2015 Historic Jamestowne Jamestown, Virginia

Program Updates

Learn about recent discoveries by Historic Jamestowne’s archaeological team and how their educational team has transformed that research into programming using mapping, 3D modeling and printing.

Speakers: Staff of Historic Jamestowne VAM Certificate in Museum Management Credit: Exhibitions

MUSEUMS AT THE NEXUS OF CRISIS Monday, November 16, 2015 The American Civil War Museum Appomattox, Virginia

Staff from the American Civil War Museum will speak on managing crisis and sensitive issues using the topic of the Confederate emblem/flag as a case study.

Speakers: Staff from American Civil War Museum VAM Certificate in Museum Management Credit: Internal Affairs/External Affairs

BUILDING THE FRONT LINE TEAM YOU WANT Tuesday, December 8, 2015 Woodrow Wilson Presidential Library Staunton, Virginia

Front line staff are your best advocates and often the face of your museum. Learn the differences and intricacies of training and maintaining paid and unpaid staff to craft a top notch team behind-the-scenes and out front.

Speakers: Linnea Grim, Director of Education & Visitor Programs, Thomas Jefferson Foundation; Lauren Patton, Docent Coordinator, The Fralin Museum of Art at the University of Virginia; Emily Tenhundfeld, Human Resources Coordinator, Thomas Jefferson Foundation; Robin Von Seldeneck, Chief Operating Officer, Woodrow Wilson Presidential Library VAM Certificate in Museum Management Credit: Internal Affairs

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BOTH A BORROWER & LENDER BE Friday, May 20, 2016 Science Museum of Virginia Richmond, Virginia

How to ready a panel exhibition for travel and then what to expect on the receiving end, plus how to work with multiple lenders – both public and private – when borrowing objects for exhibitions. Items covered include: forms, insurance, transportation, responsibilities, and making “the ask.”

Speakers: Barbara Batson, Exhibitions Coordinator, Library of Virginia; Mary Helen Dellinger, Curator, Manassas Museum; Rebecca Rose, Registrar, Virginia Historical Society VAM Certificate in Museum Management Credit: Collections or Exhibitions

SEEING THE FOREST FOR THE TREES: UNTANGLING YOUR COLLECTIONS MESS Monday, June 6, 2016 Hermitage Museum & Gardens Norfolk, Virginia

Did you inherit a collections mess? Are you moving your archive? Maybe you have more cannonballs than you know what to do with? Learn about processes, resources and helpful tools, not to mention “been-there-done-that” advice to help guide your plans for tackling your collection.

Speakers: Beth Austin, Hampton History Museum; Colin Brady, Curator, Hermitage Museum and Gardens; Diane Cripps, Curator, Portsmouth Naval Shipyard Museum; Harold Jacobson, Petersburg Museums VAM Certificate in Museum Management Credit: Collections Workshop Registration: 9:30am - 10:00am Workshop: 10:00am - 3:00pm Registration: $80 - non-members $55 - members $30 - student members

Virginia’s Top 10 Endangered Artifacts Congratulations to the 2015 honorees of the Virginia’s Top 10 Endangered Artifacts program. Now in its fifth year, the program has helped dozens of collecting institutions capture public attention and support for conservation. Learn more about the Top 10 at www.vatop10artifacts.org and consider participating in 2016!

The following are Virginia’s Top 10 Endangered Artifacts for 2015 (and are pictured from top, left to right): Jury Drum (Lottery Wheel), 1835 Clerk of the Circuit Court, Loudoun County Leesburg, VA Needlepoint Sampler / Griffith Family Register, 1844 Eastern Shore of VA Historical Society Onancock, VA POW Journal of James Risque Hutter, 1863/1865 Historic Sandusky Foundation Lynchburg, VA Manuscript Map of Richmond by Richard Young, 1817 Library of Virginia Richmond, VA Odd Fellow’s Ceremonial Cloth, 1850-1900 Loudoun Museum Leesburg, VA

Occoquan Iron Works Collection, 1755 Occoquan Historical Society, Mill House Museum Occoquan, VA Confederate Jacket of Capt. Cary F. Grimes, 1861 Portsmouth Naval Shipyard Museum, Portsmouth Museums Portsmouth, VA Roanoke County Sheriff’s Office Photo Archive, 1937-1942 Salem Museum and Historical Society Salem, VA

The nominee that garnered the greatest number of votes during our online voting period is the winner of our People’s Choice Award. That honoree in 2015, with a total of 11,820 votes, is the Museum of the Shenandoah Valley: Portrait of Reverend Nathan Cook Brackett (1836-1910) Museum of the Shenandoah Valley Winchester, VA

Chesapeake Bay Steamer Potomac’s Pilothouse, 1813-1938 Steamboat Era Museum Irvington, VA Hance Store Ledger, 1815 Wilderness Road Regional Museum, New River Historical Society Newbern, VA

Fall 2015

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The Fauquier History Muse

by Teresa Reynolds

T

Member Profile

he Fauquier History Museum at the Old Jail (FHM), formerly the Old Jail Museum, is a small county museum that is filled with surprises. The FHM is housed in Fauquier County’s old jail complex, which dates back to 1808. The front building, the county’s sixth jail constructed, was completed in 1808, but poor conditions such as no heat or on-site jailor led to deplorable surroundings for the prisoners. In 1817, the Commonwealth of Virginia sued Fauquier County; the outcome of the suit was that Fauquier County would rectify the issues by building a new jail. The second building in the complex was completed in 1823. Once completed, it held four cells with wood floors and wood burning stoves in each cell.

Afterward, attention turned back toward the front building, where a kitchen, four fire places, new floors, doors and windows were added to make a home for the jailor and his family. The jailor’s wife was paid separately as the jail’s cook and the

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complex continued in this manner until 1966. This complex is among the oldest continuously used jails in the United States.

The Fauquier Historical Society was revived in 1964 for the sole purpose of saving the old jail.

Fauquier County began the process of constructing a new jail and once it was completed the old jail was to be leveled to make way for a new parking lot. The Society was successful in saving the buildings and Fauquier County placed the buildings in the care of the Society. It was decided to convert two rooms, one in each building, back to their original state. The 1824 kitchen was taken back to the original floor, ceiling, and walls; at that time the cooking hearth was uncovered.

In the 1823 building, one room was stripped down to the original walls and ceiling. These rooms give the visitor a chance to experience the true history of these buildings.

In 2014 the museum went through a rebranding in order to represent more of what is displayed for visitors to experience. Although the museum is housed within what

The original cooking hearth, pot crane and some pots, in the 1824 kitchen, were uncovered when the Society pulled down the walls to make the room more authentic.

was once a county jail, it now is host to a plethora of county and state artifacts. Examples of exhibits which are featured within the museum presently are: Early Inhabitants of the Area, a Native American display which contains early period artifacts found within the county borders; Business of Warrenton Past; Guest at the Warren Green, featuring Wallis Simpson and a historic hotel in Fauquier; Medicine on the Battlefield, featuring a cot used during the First Battle of Manassas as well as two amputation kits; Tools of Virginia, which feature various early American tools used in Virginia; Madison Barber Shop, displaying the remnants of the first African American owned business on Main Street in Warrenton; and of course the Maximum Security Cell Block, a look back in time at where the county housed their most dangerous prisoners. The staff is constantly busy creating new exhibits.

The FHM is open six days a week, Wednesday through Monday from 10 AM - 4 PM and is open during most holidays, closing only on New Year’s Day, Easter, Thanksgiving, and Christmas. The museum hosts

The Fauquier History Museum at the Old Jail is located within the sixth jail of Fauquier County, which was constructed in 1808.

eum at the Old Jail a number of free events for the public, such as: Evening with an Expert for historic lectures, Heritage Day featuring experiences from the past, and Book Signings from new historic book authors.

Like other small museums, the FHM struggles with budgetary constraints, and is constantly seeking new methods to raise funding for the museum. A few examples of some of our fundraising endeavors include: the October Ghost Tours, January Lock Ups, and renting the buildings for small functions. The museum strives to keep things fresh and new in order to keep people returning time and again.

347-5525 or at fhsoldjailmuseum@ gmail.com.

Visit the museum online at: http://www.fauquierhistory.com, Twitter: https://twitter.com/FauquierHistory Facebook: https://www.facebook. com/The-Old-Jail-Museum-Warrenton-VA-131063473593752/ timeline/.

The maximum security jail cells were added into the existing cell in 1909. There are two cells that house 4 people on each side.

Teresa Reynolds is the director of the Fauquier History Museum at the Old Jail. Contact her at 540-

Save the Date for #VAM2016 March 12 - 15, 2016 Williamsburg, Virginia Fall 2015

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Book Review

The Confederate Battle Flag: America’s Most Embattled Emblem

by John M. Coski

by Heather Widener “In order to understand the history of the flag, we must study the whole history of the flag – not just 1861 – 1865 – and accept that uses of the flag since the end of the Civil War have created real meanings and perceptions.”

– Coski, 304 John M. Coski’s The Confederate Battle Flag: America’s Most Embattled Emblem is an objective, comprehensive history that traces the origin and evolution of the battle flag’s significance from the 1860s to 21st century America (the book was written in 2005). I have to admit – as a layperson, and someone without a personal attachment to the symbol (I grew up in Maryland as a daughter of 20th century European immigrants) – I was not excited to read this history. However, once I delved in, I was compelled to read on. Coski’s careful outlining and explication of events in American history followed the thread that connected the “embattled emblem” through those events.

What exactly does the Confederate battle flag mean? Does it signify southern ideals? White supremacy? Bravery? Slavery?

Valor? Racism? Rebelliousness against authority? Good ole’ boy culture? Reverence for the Lost Cause? Heritage? Hate? The Confederate battle flag has, throughout history, represented each of these things in different contexts, and to different people. Symbols are not endowed with innate meaning. Symbols derive meaning from the contextual interplay with the people and events surrounding them. That is what I found especially striking as I read through Coski’s book. The thing itself means nothing until it mingles with people and events. So if you grew up memorializing Lee-Jackson Day, and participating in ceremonies honoring your Confederate forebears – ceremonies that featured the battle flag – that flag will have a vastly different significance to you than if you protested in favor of civil rights and school integration, and had that flag waved at you as a signal of racism and massive resistance. Even in 2015, this stark difference can be very hard to understand for people on both sides of the issue.

As Coski astutely points out, “It is a fundamental mistake to believe…that one’s own perception of a flag’s meaning is the flag’s only legitimate meaning. Many people believe that the flag is an honorable symbol of heritage, but this does not make the flag an honorable symbol of heritage to everyone. Others have just cause to regard the flag as a symbol of racism, but this does not mean that the flag is a symbol of racism to everyone. People must not impose their interpretation of the flag on others nor project their interpretation of the flag’s meaning onto others’ motives for displaying it. Just because someone views the flag as a symbol of racism does not give him the ethical right to

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assume that someone who displays it is a racist. To make such a judgement is an exercise in prejudice.” (Coski, 304) If your museum includes Confederate symbols – particularly the battle flag – this book is a ‘must read.’ This is particularly true if you are charged with educating the public about this symbol and its meanings. The people that walk through your museum doors are not blank slates. They are coming filled with perceptions, assumptions, emotions, and knowledge – correct or incorrect – about the Confederacy and its symbols. Because the battle flag is an important historical symbol, and such a ‘loaded’ symbol today, it is paramount that museum professionals lead the way by objectively helping the public understand its history and meanings. This book will help you understand those varied meanings that have been infused into the battle flag symbol over the last 150+ years.

Virginia Museums and Confederate Symbols in 2015 Continued from page 3 to all volunteers. Everyone had it in front of them. Volunteers were told to call in a staff member if they got into a discussion where the explanations weren’t enough.” Luckily, that situation didn’t happen. This was clearly a case where the site was both prepared to serve the visiting public and to protect their volunteers through proactive measures.

Additionally, says Dellinger, “We went through our gift store with a critical eye to differentiate between things that were “over the top” and items that speak to our shared history, that are scholarly works. For items like that, the [battle flag] image is still there.”

such items. “You really have to work hard on that label not to take a side.” One survey respondent echoed the importance of interpreting Civil War emblems, “Our museum has displayed and interpreted both sides of the American Civil War through artifacts and flag displays since 1970. We feel that the most appropriate place to interpret and think about Civil War emblems is in an exhibit….In this way we are examining it in its historical context and not as a modern symbol from 2015.”

In museums that interpret the Confederacy and its symbols, professionals responsible for interpretation and education must be ready to put the symbols in historical context to promote understanding. As ACWM Co-CEO Christy Coleman says, “At the museum, visitors bring their history, heritage, and memory to our door every day and ask us to make it plain. God bless our staff….How do we find common ground? We stop. We breathe. We listen. And then we educate.”

If you are interested in the results of VAM’s survey on John Coski would agree. Museum profesVirginia Museums and Confederate Symbols, contact sionals should keep in mind the logic in Heather Widener or call the VAM office at 804.358.3170.

Coski’s analysis of historical interpretations.

Dellinger, who in her museum career has Coski contends, “Interpreting a monument worked with exhibits containing inflammaat a historic site requires a viewer to considtory items such as KKK uniforms and Nazi er as many as three contexts: the event insignia, emphasizes the importance of VAM is the (and or period commemorated; thefinest period in largest) state museum association in the displaying these items and their educationnation. was Ourerected; goal is to meet the needs of our museum members, and which the monument and al value. “We don’t own any [Confederate the viewer’s own time. The same reasoning work toward our vision: battle flags] but if we did, they’d be out. applies to the interpretation of ConfederThese are powerful symbols of history – ate flags in historical contexts. Whether or you have to look at what they represent….

A united museum community the world around us. not a flag really symbolizesinspiring history in an Flags are very powerful symbols. You can’t essentially neutral way depends on the ocjust assign a meaning to [a flag] and say casion andincluding motives that it there. ” (Coski,and board members of all Virginia more effectively serve the our community, the put staff, volunteers, that’s that.”To Dellinger also emphasizes The Confederate Battle Flag: America’s Most Museums, VAM has redesigned our membership program.

Now your museum membership includes full VAM importance of objectivity in interpreting Embattled Emblem, page 290)

Membership for Everyone!

membership benefits for every staff person, volunteer, or board member involved in your museum.

As a museum member of VAM, you will be providing professional development, career services, and professional resources for everyone associated with your museum simply by maintaining one membership. All of these benefits are included in one annual museum membership fee, based upon your museum budget.

Coming Soon: Improvements to Your Museum’s Membership!

Everyone has free or discounted access to:

Beginning in your museum’s membership  December, Virginia Certificate in Museum Management will be better than ever.

Most notably, for the first time program ever, VAM will include in your museum membership  Annual Conference registration FULL member for development ALL staff members, volun benefits Professional workshops teers, and board members of your museum.  Career support through VAM 

VAM Voice quarterly museum news magazine

VAM museum  member Legislativedues alertswill continue to be based on museumbudget (see chart).Advocacy Day and AAM’s Virginia Museum

Museum Budget All-volunteer; < $ 25,000 $ 25,001 - $ 100,000 $ 100,001 - $ 250,000 $ 250,001 - $ 500,000 $ 500,001 - $ 1,000,000 $ 1,000,001 - $ 2,500,000 $ 2,500,001 - $ 4,000,000 Over $ 4,000,000

Museums Advocacy Day  VAM job board New Option: Be a Leadership Member  Use of the VAM logo to show that you are a part of this dynamic museum community

Membership Fee $ 50 $ 150 $ 225 $ 300 $ 500 $ 650 $ 850 $ 1,100

Your museum now has the option to show its dedication to our museum community by joining at the newPlus, Leadership Level.

Four ofcan ouralso museums through our affiliates you access: already have committed to this level: George Washington’s Vernon, Virginia Museum of Fine Arts, Virginia Historical Society, and the  Mount Health plans through Optima Health  Banking services through Langley Federal Virginia Museum of Natural History.

Thanks to Credit thoseUnion Leadership members! To learn how to join them, please contact Jennifer Thomas at 804.358.3172.

Leadership Level Want to demonstrate an even higher level of commitment to your Virginia museum community? Your museum may join at the Leadership museum membership level for $2,500. Your commitment as a Leadership member allows VAM to provide free membership to any student wishing to engage with our museum community.

Leadership members are recognized on our website, in our annual report, and at our annual conference. Consider paying it forward today.

Fall 2015

Learn more: www.vamuseums.org

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Director’s Corner

www.vamuseums.org/resource/resmgr/ About/Strategic_Goals_and_Mission_.pdf.

Our new mission: The Virginia Association of Museums is a statewide network serving the museum community.

The new mission doesn’t significantly change what we do, or who we are, but it was changed for clarity, and brevity, so that we can more easily share our mission with those outside our immediate community, and outside the field.

Dear Members, This summer, the governing board of VAM met to review and update our strategic priorities and mission. As museums, you have all done this, many times, and we all know that it takes a lot of time and energy on the part of our volunteer boards to make this happen. VAM, and all of our members, are very lucky to have such a committed, engaged board. Their conversations throughout this strategic planning process were very much geared to ensuring the best possible future for VAM, and were based on surveys sent to members, best practices from other organizations, and general board resources.

The new strategic priorities were designed to build on the activities and responsibilities of VAM’s standing board committees, and most of our members may not even know what those committees are, or what they do. Currently, the board operates a Planning and Resources Committee, which focuses their attention on finances, and the overall health of the organization. The Member Engagement Committee is focused primarily on our members, helping to recruit new members, make sure our programs and services are meeting the needs of members, and growing the involvement and loyalty of our current members. Lastly, the Leadership Development Committee works to ensure the longtime stability of the board, and the organization through advocacy and preparing people to serve in leadership capacities for VAM. If you would like to review the new priorities, you can find them at: http://c.ymcdn.com/sites/

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Just like our member museums, VAM is always striving to prepare for the future, and look ahead to what may be coming down the road. We welcome any feedback from our members about the priorities that our board have developed. We will always have these priorities posted on our website for you to see, and will provide you with updates as we go through the next three years.

As always, feel free to contact the VAM office or your council representative with questions or suggestions.

Jennifer Thomas Executive Director Virginia Association of Museums

Our Governing Council President, Al Schweizer VP, Planning & Resources, Gary Sandling VP, Programming, Gretchen Bulova Secretary, Dana Puga Treasurer, Norman Burns Past President, Tracy J. Gillespie Ex-Officio Members, Robert C. Vaughan and Jeffrey Allison D i re c to r s Eric App Jamie Bosket Dr. Mikell Brown Karen L. Daly Paige Backus Charles Grant Debi Gray Joe Keiper

Lisa Martin Jeffrey Nichols Robert Orrison Scott Stroh Vanessa Thaxton-Ward Sarah Whiting Charlotte Whitted Eric S. Wilson

O u r Sta f f Executive Director, Jennifer Thomas Assistant Director, Christina Newton Communications Director, Heather Widener Accountant, Su Thongpan O u r Co nta c ts Phone: 804. 358.3170 Fax: 804. 358.3174 www.vamuseums.org O u r Vo i ce VAM Voice is a member benefit published quarterly for museum professionals and volunteers.

The editor encourages readers to submit article proposals. Contact the communications director for more information.

O u r N e ws D e a d l i n e s Spring: February 15th Summer: May 15th Fall: August 15th Winter: November 1st Our Vision A united museum community inspiring the world around us.

Our Mission The Virginia Association of Museums is a statewide network serving the museum community.