Human Systems

1. Battlefield Preservation Diane Woodman La Joya Community High School “But in a larger sense we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living and dead, who struggled here, have consecrated it far above our power to add or detract. . . “ - Abraham Lincoln Preservation & Geography Preservation & Geography Preservation & Geography Conclusion Introduction History is the continuing process of change and there are certain places on Earth where this is more evident than others. Battlefields are among those special places. The outcomes of battles have significant impact in the modern psyche. It is important in the world today, and indeed in the future, to study battlefields because the events that occurred upon them served as catalysts for significant and necessary changes in culture and society. Preserving their legacy is vital to the education of those who seek to understand what those changes mean and how they have shaped the world today. Places and Regions So, what is a battlefield? Definitions vary. Some scientists consider battlefields to be actual undeveloped fields. Other experts have much broader interpretations. I am in favor of the broader interpretation. When discussing war, we often refer to the “field of battle.” Using this terminology, we consider any place where battle has occurred be it urban, rural, or desolate. The visual picture a battlefield presents today is critical to understanding not only that battle, but the war during which it took place. The values that soldiers tested in battle are the same values that bind us together today – courage, patriotism, strength, pride, perseverance, and more. Key issues for preservationists include defining authenticity and integrity, and the relationship between the character and condition of the terrain and reconciling all of this with the emotional response of the visitor. Physical Systems Natural earth features at battle sites play a significant role in how the battle is fought and how the land is preserved. Ecosystems are altered by battles and sometimes do not recover. Changes in battlefield terrain may change how various parts of ecosystems work together. One example may be how earthworks affect the rain runoff patterns on hilly terrain. Vegetation, the most recognizable part of any ecosystem, is often severely damaged by battle and changes most over time. It presents unique challenges to preservationists. They must determine which plants are indigenous species. For those that are not indigenous, when were they introduced to the landscape? If a decision is made to return the site to natural wartime conditions, keeping non-indigenous vegetation that was present during the battle may be necessary. It may also mean that natural growth since the time of battle may be thinned or removed. This is not always good for modern ecosystems. Such was the case at Gettysburg where a large deer population had to be relocated. Battlefields must be preserved so that future generations can continue to learn from them. The changes that battles evoke play an important role in shaping society and who we are as a people. That is why education is a necessary aspect of preservation and commemoration efforts. Preservationists, historians, teachers, and others must work together to keep the lessons that can be learned from battlefields relevant. This can only come about through deeply involved investigation of battle sites, careful consideration of all points of view, and ongoing, open-minded management strategies. Human Systems Preservation efforts must recognize two important aspects of human systems. The first is the roles of humans at the time of battle. It is necessary to recognize all the participants – not only the fighters, but women and others who supported and took care of them. Using the historic record and archaeological evidence, analysts determine how the battle was fought. They also investigate how all of the participants interacted with each other. The other aspect of human systems that must be examined is population growth and interaction patterns surrounding the battle site. What growth has occurred since the time of battle and how did the battle influence this growth? In preservation efforts planners must consider how alternatives, new or ongoing, will affect the surrounding region. How will they influence local economics, industry, taxes, and more. All of these are important considerations. Spatial Analysis Technology plays an integral role in battlefield preservation. There are many old-fashioned and modern technologies that are integrated together to provide all interested parties – managers, planners, scientists, zoologists, botanists, preservationists, local community members, etc. – with the information they need to make preservation decisions. They must also carefully consider how they will communicate those decisions to other interested parties and the general public. Graphic visualization is the simplest and most effective means for communicating results. This is achieved by combining the technologies of photography, IKONOS imaging, GIS, remote sensing, and more. Spatial analysis has important goals. The first is to track changes over time so that the best preservation and management decisions can be made about the battlefield. Another is to validate the historic record, including maps, such as misidentification of the actual site of the battle. A third goal is to analyze current zoning and land use, as well as plan for future preservation or development. Environment and Society Battlefield landscapes embody memory, religion, culture, & tourism. They reveal how societies come to terms with violence and tragedy. Memorials help to focus these concepts, but may become detached over time. If a memorial is not well-maintained or a population shift occurs in the region, it may be forgotten. Reenactments add to the battlefield experience when portrayed respectfully. They should be guided by the sites that inspire them and should never take place on the exact sites of battle because they could damage them. Modern debris may also dilute the authenticity of sites. Cemeteries, museums, and visitors’ centers further commemorate the events of battle. Increased tourism rejuvenates economies and brings to local citizens a renewed interest in the formative time periods of the region. Conservation is another key component of battlefield preservation. Advocacy is needed to protect battlefields from modern desires. Strong coalitions consisting of preservationists, scientists, local community members, politicians, and more can work together to maintain authentic experiences at battle sites. Uses of Geography in the Classroom My goal for presenting battlefield preservation in my history classroom focuses around two national geography standards. I want to teach my students how to apply geography to interpret the past because geography and history are so tightly intertwined. What is learned from this study can be applied to interpret the present and plan for the future. This is what battlefield preservation is all about. I am passionate about protecting heritage and making sites that have determined it available to people today, both in and out of the classroom. How else can we understand ourselves? I intend to use several strategies to bring battlefield preservation into my classroom. Besides Picacho Peak, there are not many battlefields in Arizona to which fieldtrips can be made. Alternatives abound, however. I can still teach my students how to critically study the historic record. They can read accounts and narratives of battles, analyze photos, study maps and more to understand the history of battlefields. I strive consistently to bring books and articles about topics we are discussing in class, including battlefield preservation, to my students. They can learn to use these same tools in geographic evaluation over time. I would like to expose my students to GIS, GPS and other useful preservation tools, but budget constraints prevent that at this time. I am very keen on a couple of technological strategies that can bring battlefield preservation into my classroom. The first is virtual battlefield tours. A number of them are available online, mostly of Civil War sites. They offer an eclectic mix of information about individual sites. Another strategy is Web quests. They are a lot of fun for students because the kids are doing the investigative research to answer questions. I am currently working to create one based on specific battlefields that combines not only research into the historic record, but also a geographic study, and examination of preservation efforts and future planning for the sites. Comparisons of cultural differences between sites in different regions or countries can then be made. I want my students to become familiar with all aspects of preservation efforts. My purpose is to encourage an interest in and recognition of an ownership stake in public history. History and the land on which it evolves does not belong only to those who write about it, but to everyone. WWI Western Front Calvary Rothenburg, Germany http://imagecache2.allposters.com/images/pic/DANPOD/EU10_BJA0001~Buildings-and-Statue-of-St-George-and-the-Dragon-Rothenburg-Germany-Posters.jpg http://www.jstor.org.ezproxy1.lib.asu.edu/stable/3560209?seq=4&Search=yes&term=cross%2C&term=crucifix%2C&term=calvary&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dcrucifix%252C%2Bcross%252C%2Band%2Bcalvary%26wc%3Don&item=1&ttl=208&returnArticleService=showArticle&resultsServiceName=doBasicResultsFromArticle References Allen III, William L. & Christensen, Jamie. (2003, July). Reenacting the Civil War with GIS: Identifying planning priorities.ESRI User Conference presentation. Retrieved February 16, 2009, from http://gis.esri.com/library/userconf/proc03/p0565.pdf Black, Brian. (2007). Addressing the nature of Gettysburg: Addition and detraction in preserving an American shrine. Reconstruction: Studies in Contemporary Culture 7.2, 1-22. Bull, Natalie & Panton, David. (2000). Drafting the Vimy Charter for Conservation of Battlefield Terrain. APT Bulletin31(4), 5-11. Clout, Hugh. (2006). Beyond the landings: the reconstruction of Lower Normandy after June 1944. Journal of Historical Geography 32(2006), 127-148. Coles, David & Welch, Deborah. (2002). Bringing campus and community together: Doing public history at Longwood College. The History Teacher35(2), 229-235. Craig, Bruce. (2000). Historical advocacy: The past, present, and future. The Public Historian 22(2), 71-74. Eyring, Shaun & Lawliss, Lucy. (2000). Preserving battlefield terrain: Technologies for earthworks management. APT Bulletin, 31(4), 13-19. Gorsica, Bryan. 2004. Chapter 4: Restoration. Natural Resource Year in Review – 2004. 4, 1- 4. Retrieved December 27, 2007, from http://www2.nature.nps.gov/YearinReview/yir2004/print/04_D_print.html Hagan, Joshua. (2005). Rebuilding the Middle Ages after the Second World War: the cultural politics of reconstruction in Rothenburg ob der Tauber, Germany. Journal of Historical Geography. 31(2005), 94-112. Huyck, Heather. (1997). Beyond John Wayne: Using historic sites to interpret western women’s history. OAH Magazine of History. 12(Fall), 1-9. Irincheev, Bair. (2006, February). Honoring the fallen. Fire and Ice: The Winter War of Finland and Russia. A film from WFYI – the Indianapolis PBS station. Retrieved February 16, 2009, from http://www.pbs.org/fireandice. Johnson, Daniel G. & Sullivan, Jay. (1993). Economic impacts of Civil War battlefield preservation: An ex-ante evaluation. Journal of Travel Research32(21), 21-29. Knoerl, John J. (1991). Mapping history using geographic information systems. The Public Historian. 13(3), 97-108. Lees, William B. (2002). How important is battlefield archaeology? Cultural Resource Management 25(4), 16-20. Limp, W. Frederick. (2001). Geographic information systems in historic preservation. Archives and Museum Informatics. 13, 325-340. Linenthal, Edward Tabor. (1983, June). Ritual drama at the Little Big Horn: The persistence and transformation of a national symbol. Journal of the American Academy of Religion 51(2), 267- 281. Margo, Michael Ray. (2006, May). Restoration of Resaca wetlands and associated wet prairie habitats at Palo Alto Battlefield national historic site. A Thesis. 1-48. Retrieved February 16, 2009, from http://txspace.tamu.edu/bitstream/handle/1969.1/3918/etd-tamu-2006A- RLEM-Margo.pdf?sequence=1 Moskal, L. Monika. (2004, May). Historic landscape visualization of the Wilson’s Creek National Battlefield based on object oriented tree detection method from IKONOS imagery. ASPRS Annual Conference Proceedings. 1-7. Retrieved December 27, 2007, from: http://64.233.179.104/scolar?hl=en&lr=&q+cache:sg0j6awQuilJ:www.definiens- imagin Mugleston, William F. (1998). Teaching the American Civil War in the twenty-first century. OAH Magazine of History. 12(4), 71-73. Myers, Andrew H. (2002). Teaching history in the backyard. The History Teacher35(4), 455- 464. Olcott, Mark S. (1987). A field trip to Gettysburg: A model experience. The History Teacher 20(4), 487-496. Saunders, Nicholas J. (2003). Crucifix, calvary, and cross: Materiality and spirituality in Great War landscapes. World Archaeology35(1), 7-21. Stein, James. (2002, April). Remote sensing and the Revolutionary War and the War of 1812 Historic preservation study. Retrieved February 16, 2009 from http://www.nps.gov/hdp/standards/CRGIS/remote.htm Sutherland, Tim & Holst, Malin. (2005). Battlefield archaeology – A guide to the archaeology of conflict. British Archaeological Jobs ResourceBattle Guide November 2005, 1-xvi. http://img1.ifilmpro.com/resize/image/stills/films/resize/istd/2926655.jpg http://civilwarmemory.typepad.com/.a/6a00d83451bedb69e200e5547d38738834-320wi Normandy Cemetery http://imgsrv.kmbz.com/image/kmbz/UserFiles/Image/ejs%20pix/normandy.jpg Gettysburg National Park http://earthobservatory.nasa.gov/IOTD/view.php?id=37000 http://www.nps.gov/paal/naturescience/index.htm Palo Alto National Battlefield, TX http://img.groundspeak.com/waymarking/display/be80f47c-9667-4241-8cb4-bc2ef44cc840.jpg