Week 5

I am studying Rev. John Heckewelder’s “Names which the Lenni Lenape...had given to rivers, streams, places, etc., 1822.”

1. I identified three placename categories: the behavior of the water, the plants and animals that live near the water, and human interactions, particularly colonial ones.

2. Another key point that I cover is Heckewelder’s biases and inaccuracies in the text. He was not Lenape, and although he lived among the Lenape for many decades as a Moravian missionary, he did so with the intent to “civilize” them. He comes from the background of a settler, often adding his own assumptions to placenames, such as indicating that Manayunk, place of drinking, meant drinking liquor, when in reality, it was likely just a water source. This text is also written in 1822, many years after he retired from missionary work, and he may have recency bias in his recordings.

3. The last key point is understanding the importance of waterways for all Indigenous people, but especially the Lenape. Waterways were methods of transportation, taking people from place to place via canoe. They are also sources of life for plants, animals and people. This importance is evident in Lenape and Algonquian placenaming practices where names are more descriptions of the natural life around the water or the behavior of the water as necessary information for travelers.

Week 4

For the general public guided tour of the main rooms downstairs, I wish that there had been more of an introduction about the physical space itself, rather than the tour entirely focusing on a basic overview of the Revolution. It’s really one of the only historic location tours that barely focuses on the space itself. The private tour of the upstairs rooms, with the Long Gallery and peace medals, was a cool look behind-the-scenes. I enjoyed getting to see and feel the vibe of the Long Gallery, especially since my group project focuses on Indigenous people in Philadelphia. This tucked-away part of the tour made me question what the landscape looked like, as well as what kinds of activities were happening in the building. Where did the Indigenous people eat and sleep? Did they have privacy from colonists to discuss between themselves? How many people were generally in the building at a given time? Were women present at all? Who was in charge of organizing the “administrative” side of things back then? I would love to know more about the comings and goings of people and objects through that space.

I also think the Second Bank should be open to the public, especially the exhibit space, although I understand that they don’t have the staffing power. In addition, the labels on the exhibits could have been more detailed and almost more “controversial”, like including details of historical figures being enslavers. Across the locations, the challenges that INDE is facing due to the federal government were very clear, from the signs to report problems based on the Executive Order to vague repairs happening to Independence Hall.

Week 1: Hopes & Gifts

I hope to emerge from this learning and research journey with the skills to use NAIS research theories and methods in my own research and future studies of the American Revolutionary era. I also hope to enter 2026 and the 250th anniversary of the Declaration with a critical lens and background knowledge of the experiences of Indigenous peoples surrounding the events of the American Revolution. 

I have the perspective of someone interested in public history and exhibition design, and contain an understanding of how to visually and accurately convey information to a wide audience through colors, typography and visual emphasis. In addition, I am able to read cursive, which has come in handy during my previous experience with digital and in-person archival research. 

One thing that I would like help with is to develop the skills to read and “translate” data sets. Data sets like census data, surveys and financial reports can be useful to learning more about specific people, social trends and how officials manufactured official records, but I find it difficult to know what steps to take when presented with this kind of primary source. I would love help with learning what questions to ask and things to notice to be able to draw out a story or come to a conclusion from data. In addition, I feel that I need some help and practice with presenting my research conclusions concisely, but still accurately conveying what I intend to be the thesis or “takeaway.” I have trouble with organizing my research in a written format, as well as balancing between stating factual information and my drawn conclusions.