By Benjamin Baughman, History Curator
By Benjamin Baughman, History Curator
It is estimated that over seven thousand Revolutionary War veterans settled in Ohio following America’s battle for independence. Many of these former soldiers were gifted land in the Ohio territory by the U.S. government as payment for their service, while others arrived after purchasing land acquired by the United Sates from Great Britain following the Treaty of Paris. One example of a patriot who relocated to present-day Ohio following the war is Major Asa Coburn of Massachusetts.
Before settling in Ohio, Asa Coburn, a native of Dudley, Massachusetts, served in the Continental Army during the American Revolutionary War. Born approximately sixty miles southwest of Boston in 1741, Coburn began his military career when he joined a Massachusetts regiment at the outset of the war. In 1776, Coburn was promoted to First Lieutenant with the 5th Continental infantry and later served six years (1777-83) as Captain of the 7th Massachusetts regiment. During the war, Coburn’s troops participated in many significant battles including the Siege of Boston, the Battle of Trenton, and the Battle of Saratoga. Coburn retired from the military in 1783 with the rank of major.
Following the war, a group of Revolutionary War veterans led by Rufus Putnam gathered in Boston to discuss purchasing land from the federal government in the newly acquired Northwest Territory. This group, known as the “Ohio Company of Associates” or simply the “Ohio Company,” received permission from Congress in 1786 to purchase 1.5 million acres of land stretching along the Ohio River between present-day Marietta, Ohio, and Huntington, West Virginia. In 1788, Asa Coburn’s son, Phineas Coburn, joined this group of forty-eight New Englanders and journeyed by wagon and flatboat to the Ohio territory to establish Marietta, the first permanent American settlement in the Northwest Territory. Later that same year, Asa Coburn, along with his wife, Mary, and their other two sons, Asa and Nicholas, also traveled to Marietta to live near Phineas and the other members of the "Ohio Company."
After residing in Marietta for less than a year, Asa Coburn, along with a group of around forty people (including his wife and three sons), moved approximately twenty miles up the Muskingum River to an area near present-day Waterford, Ohio. Members of this group, known as the “Second Association,” were awarded one hundred acres of land each by the "Ohio Company" as incentive to farm the area's fertile land and further stake the company's claim to the Ohio territory.
In 1791, the members of the “Second Association” constructed a fort on the north side of the Muskingum River (near present-day Beverly, Ohio) known as Fort Frye. Named after Lieutenant Joseph Frye, a member of the “Second Association” and, like Coburn, a Revolutionary War veteran from Massachusetts, Fort Frye was a triangular-shaped wooden structure that encompassed both family cabins and military barracks. For the next several years, Asa Coburn resided with his extended family at Fort Frye until sometime around 1794 when he was reportedly killed in the Waterford area. The location of his grave remains unknown to this day.
In 1938, a descendant of Asa Coburn donated to the Ohio History Connection several objects that belonged to Major Coburn. Some of these items, including a pocketbook, a powder horn, and a coin purse, are believed to have been carried by Coburn during his service in the Revolutionary War.
To view more objects in our collections relating to the American Revolution, search the Ohio History Connection's online catalog at https://www.ohiohistory.org/research/museum-collections/history-collection/. To learn more about Revolutionary War veterans in Ohio, make an appointment (https://ohiohistory.libcal.com/) with the Ohio History Connection's Archives & Library or visit the Revolutionary War Veterans Graves Project at https://www.ohiohistory.org/preserving-ohio/history-preservation-where-you-live/revwarvet-graves/.
Cutler, Julia Perkins. 1890. Life and Times of Ephraim Cutler: prepared from his Journals and Correspondence, R. Clarke & Co., Cincinnati
Hall, Charles S. 1905. Life and Letters of Samuel Holden Parsons, Major-General in the Continental Army and Chief Judge of the Northwest Territory. Otseningo Pub. Co., Binghamton, NY
Hildreth, S.P. 1848. Pioneer History: Being an Account of the First Examinations of the Ohio Valley, and the Early Settlement of the Northwest Territory. H. W. Derby and Co., Cincinnati
Hubbard, Robert Ernest. 2020. General Rufus Putnam: George Washington's chief military engineer and the "Father of Ohio." McFarland & Company, Inc., Publishers, Jefferson, NC
Hulbert, Archer Butler. 1917. The Records of the Original Proceedings of the Ohio Company, Volume I. Marietta Historical Commission. Marietta, OH
McCullough, David. 2019. The Pioneers: The Heroic Story of the Settlers Who Brought the American Ideal West. Simon & Schuster, New York
Peters, William E. 1918. Ohio Lands and Their Subdivision. W.E. Peters. Athens, OH
Summers, Thomas J. 1903. History of Marietta. The Leader Publishing Co., Marietta, OH
Williams, H.Z. 1881. History Of Washington County, Ohio with Illustrations and Biographical Sketches, H.Z. Williams, Cleveland
Williams, James L.,2015. Blazes, Posts and Stones. Compass & Chain Publishing, Columbus


Over the past year, Public Researchers have traveled across Ohio. Walking cemeteries, exploring back roads, and documenting the gravesites of Revolutionary War veterans. In that time, more than 570 volunteers helped record over 4,300 gravesites and 1,400 cemeteries, capturing over 8,000 photographs in the process.
This past Memorial Day marked the close of formal gravesite and cemetery data collection for the Revolutionary War Veteran Graves Project.
Since then, our partners at Terracon Consultants, Inc., have been carefully reviewing submissions, verifying photographs, merging duplicate entries, and standardizing records to ensure the dataset is as accurate, consistent, and useful as possible.

Today, we’re excited to share the results of that work with the launch of several new ways to explore the completed dataset.
A revamped version of the Live Results Dashboard you know and love, now featuring updated data.
We've also included some exciting new features:
These improvements make it easier than ever to explore Ohio’s Revolutionary War veteran burial sites at any scale.

The StoryMap brings the project together in one place, sharing its origins, highlighting notable veterans, and exploring what the data reveals about Ohio’s early settlement and Revolutionary War legacy.

The new Gallery Wall showcases the more than 8,000 photographs collected during the project and offers a visually rich way to explore the project’s growing photographic archive, allowing users to browse and reflect on thousands of grave markers preserved through this effort.

While formal data collection has concluded, the work is far from over.
The Ohio History Connection and Ohio's State Historic Preservation Office remain committed to stewarding the project data and supporting ongoing public contributions.
Interested in continuing the work? The Interactive Live Results Dashboard and Survey123 application remain open, and new submissions from Public Researchers at any level of experience or expertise are always welcome.
Every additional record helps expand our understanding and ensures that more stories of service and sacrifice are preserved.
COLUMBUS – Ohio Governor Mike DeWine and Ohio Department of Development Director Lydia Mihalik on June 24 announced more than $86 million in tax credits to support the preservation and revitalization of dozens of historic buildings across the state.
As part of the Ohio Historic Preservation Tax Credit program, 37 projects will be awarded to preserve 51 buildings. The projects are expected to leverage approximately $753 million in private investments.
“These buildings honor the legacy of our communities and reflect the character that makes our state unique,” said Governor DeWine. “This program supports Ohio’s future by creating jobs, attracting new businesses, and revitalizing the areas that need it most.”
“Historic preservation is a powerful economic development tool that helps communities unlock the potential of underutilized properties and attract future private investment,” said Director Mihlaik. “These tax credits are creating new opportunities for housing, small businesses, and local destinations–bringing new jobs, energizing downtowns, and preserving each community’s unique character.”
The awarded projects span 12 communities, including Akron, Alliance, Canton, Cincinnati, Cleveland, Columbus, Mansfield, Marietta, Springfield, Toledo, and Youngstown. One community, Springfield Township in Hamilton County, is new to the program this round.
Developers are only issued the tax credit once project construction is complete and all program requirements are verified.
The Ohio Historic Preservation Tax Credit program is administered in partnership with the Ohio History Connection’s State Historic Preservation Office. The State Historic Preservation Office determines if a property qualifies as a historic building and that the rehabilitation plans comply with the United States Secretary of the Interior’s Standards for Rehabilitation.
“Historic rehabilitation programs such as the Ohio Historic Preservation Tax Credit and federal historic tax credits breathe new life into main streets, boost local economies, and protect the environment—with the added bonus of preserving local history,” said Diana Welling, State Historic Preservation Officer.
###
The Ohio Department of Development empowers communities to succeed by investing in Ohio’s people, places, and businesses. Learn more about our work at development.ohio.gov.
The Ohio History Connection is a statewide history organization with the mission to spark discovery of Ohio’s stories. As a 501(c)(3) nonprofit organization chartered in 1885, the Ohio History Connection carries out history services for Ohio and its citizens focused on preserving and sharing the state’s history. This includes housing the State Historic Preservation Office and the official state archives and managing more than 50 sites and museums across Ohio. For more information, go to ohiohistory.org. The Greater Columbus Arts Council and the Columbus Foundation provide support for Ohio History Connection programs.
Yesterday, Conestoga announced a remarkable $100,000 gift to support the Ohio History Connection—the largest gift in Conestoga history.
As our dedicated volunteer fundraising organization, Conestoga plays a vital role in advancing our mission to preserve and share Ohio’s stories. This milestone gift is especially meaningful as Conestoga celebrates its 40th anniversary this year.
Since its founding in 1986, Conestoga has contributed more than $1.069 million in support of the Ohio History Connection.
To give to the Ohio History Connection, visit Ohiohistory.org/give. To learn more about Conestoga, visit Ohiohistory.org/conestoga.
Our bird taxidermy specimens are on the move! As part of Ohio History Connection’s Campus 2.OH initiative, we’re relocating our history and natural history collections to our new Collections Care Center. To date, we’ve packed, moved and unpacked 442 birds; that’s a lot of feathers! Now, our most fragile specimens are stored in a stable environment with state-of-the-art museum cabinets. Many of the larger birds mounted in flying poses will be hung from wall racks (see above) originally designed for artwork.
Moving is never easy, but one of the benefits (besides the new space) is we get to see each individual specimen at least twice, once when packing and again when unpacking. This allows us to examine the condition of the birds and check for the presence of insect pests like moths and yikes, dermestid beetles! (See previous blog about beetles here.) Fortunately, we didn’t find any pest issues on our specimens during the move.
Seeing the birds up close gave me a renewed appreciation of the diversity and beauty of these freaky little dinosaurs! Curators are often asked what our favorite collections objects are; so, I wanted to share a few bird taxidermy mounts that make my list.
The Eskimo Curlew, a member of the sandpiper family, is now listed as “likely extinct”. It used to be one of the most common shorebirds in the arctic regions of Alaska and western Canada. It migrated through the eastern United States on its annual journey to South America. But the last definitive documentation of this species was in1963. I had the sobering task of moving this mount from the general collection to the special cabinet that houses other extinct birds including the Passenger Pigeon, Carolina Parakeet, and Ivory-billed Woodpecker.
The Woodcock, an odd but endearing bird, is also a member of the sandpiper family. It lives in woodlands and uses its long beak to poke around in soft ground looking for invertebrates. The position of its eyes far back on the head allows the Woodcock a 360-degree view of its environment.
You may have seen this crow-sized Cooper’s Hawk in your own backyard. Cooper’s Hawks have adapted well to cities and are now found more often in urban areas than in their natural forest habitat, due to the abundant food source. They love backyard birdfeeders… or rather, the small, tasty birds that visit them!
Was that flash of red a Northern Cardinal? Probably, but during summer months in Ohio be on the lookout for the Scarlet Tanager. The breeding males are bright red, but their black wings distinguish them from cardinals. They like to hang out in the canopy of hardwood forests.
The most common owl in Ohio is the Eastern Screech Owl, which is found in every county in the state. Eastern Screech Owls come in two main color phases, gray or red; the latter is seen in this photo. A small owl, it feeds on everything from invertebrates to other birds.
You may overlook the Common Grackle, a regular visitor to bird feeders in the spring and summer. But a close look reveals the beautiful iridescent feathers - showing glimmers of purple, bronze, and green, and their stunning yellow eyes!
The taxidermy birds in our natural history collection are nestled into their new state-of-the-art storage patiently waiting for their turn to be used in an exhibit, educational program, or research project!
Have an interest in birds? You’ll love the free app “Merlin Bird ID” developed by the Cornell Lab of Ornithology. It helps you identify birds by their sound or appearance. I especially like the sound feature because it shows you what species are nearby including those that might be too far or hidden to see.
Dave Dyer, Natural History Curator
At the height of summer, the United States will commemorate a massive milestone in our history: 250 years of independence. Excitement and interest in American history, in all its facets and complexity, will be at a high. Students will be more primed to engage with our nation’s history than ever. A year filled with celebrations, events, and commemorations of America’s independence will set the stage for a once-in-a-generation opportunity to help students connect 250 years of American history with their lives today. How can educators take advantage of this unique and important opportunity?
This semiquincentennial, we’ve got your back with a curated list of lesson plan and resource recommendations to ensure you can capitalize on students’ interest in America’s 250 anniversary in the early days of the school year. Plus, be sure to check out Part 1 of this series, A Teacher’s Guide to Commemorating America’s 250th Anniversary, for all the best tips and tricks to utilize free resources from the America 250- Ohio Commission.
250th Anniversary Educational Resources
George Washington’s Mount Vernon: This historic site and organization work to educate visitors to the first President’s estate and people around the world. George Washington’s Mount Vernon has a robust catalogue of Educational Resources, from Primary and Secondary Source Collections to Interactive Tools, lesson plans and more. With lesson plans for grades 3-12, you’ll find a plethora of activities. Check out lessons exploring George Washington’s life and legacy, enslavement at the estate, women’s roles in the Revolution and much more.
Museum of the American Revolution- With unique and engaging digital resources, like a virtual museum tour, virtual field trip, First-Person Theatrical Performances, and Finding Freedom Interactive centered on the stories of African American people in Virginia, the Museum of the American Revolution is a perfect support to your lessons. In addition, the Museum offers mini lesson plans and teacher resource guides.
National Park Service- The NPS offers dozens of educational resources centered on the American Revolutionary War from across the National Park Service. Students can learn about childhood during the Revolutionary War, create Revolutionary War memes, investigate key documents from the Revolution, and engage with the contradictions of freedom for a nation that allowed slavery.
Smithsonian Institutions- Our Shared Future: 250 from the Smithsonian is a treasure trove of resources for educators, from lesson plans to digital collections, stories, projects and more centered on 250 years of American history. Plus, find professional development opportunities and teacher resource guides to amp up your teaching! From Native American history to women’s voices on independence, you’ll find resources that bring the full American story to life in all its complexity. Take a virtual roadtrip across the country with the Explore America collection, examine primary sources that tell the story of the American Revolution, or peruse the 250 Years of Stamps and Stories of the U.S. Postal Service virtual exhibit.
Blog Image Citation: The horse America, throwing his master. United States, 1779. Westminster: Pubd. by Wm. White, Aug. 1. Photograph. https://www.loc.gov/item/97514739/.
With thousands of objects in collections, curators are constantly learning more about the artifacts in the museum’s holdings. An artifact could grab your attention for any number of reasons. It may be bright and colorful, uniquely shaped, large and striking or, perhaps, it prompts you to ask, “Who was the first best cow?”
“Awarded by Ohio State Board of Agriculture. N.P. Townshend. To Geo M. Coulter for 2nd Best Cow “Duchess. Prest – 1859.”
This electroplated silver pitcher was made by the Meriden Britannia Company in Meriden, Connecticut as an award for the 1859 Ohio State Fair. It bears the inscription above, spread across two sides of the pitcher. One can’t help but wonder two things, if this was the prize for second best cow, what was the prize for first and who was the first best cow? Thus began a dive into the history of the 1859 State Fair.
The 1859 Ohio State Fair was held in Zanesville, Ohio. The fair travelled throughout the state as transportation around Ohio could be difficult for exhibitors. Generally, most exhibitors lived near the fairgrounds. The railroads did offer special rates for exhibitors, their exhibits and fair attendees to support the fair. The first Ohio State Fair was held in Camp Washington (just east of Cincinnati, Ohio) in 1850, so the 1859 fair marked the fair’s ninth meeting and its first and only occurrence in Zanesville.
During the early years of the fair, winners received medals, not ribbons, as awards for winning their various categories, and in some cases, silver serving ware. The Ohio History Connection has one other silver cup in addition to the pitcher featured here that was awarded in the early decades of the fair.
Details of the 1859 state fair can be found in the minutes of the State Board of Agriculture. A report detailing the participants, winners and attendance can be found in the annual meeting minutes. In 1859, it is recorded that George M. Coulter of Reesville, Ohio, brought three Shorthorns to the Fair. His older brother, John Jr., brought one Shorthorn bull and his brother, Alfred, also brought one Shorthorn bull.
The Coulter cattle farm was started by George’s father, John Coulter, who emigrated from Ireland in 1805, eventually settling in Clinton County. Coulter focused on raising Shorthorn cattle, a breed popular with early American settlers as they could be raised for meat and milk and could be used as a draught animal. The farm was incredibly successful with a recorded real estate value in the 1850 census of over $13,000. This figure would jump to $54,000 by 1860. In 2026, this figure roughly translates to $500,000 to $2,000,000 when adjusted for inflation. While John Jr., Alfred and George would all eventually run their own cattle farms, in 1859 they were working together on the original family farm following the passing of John Coulter Sr. in 1857.
The Coulter properties can be seen in this 1859 map. While still working together, John Coulter Sr. had given parcels of land over to George and John Jr. by this time. George's property is in the north corner of the land holdings. The property can be seen in the map above. George's property is directly under the "L" for Wilson Township. The J.G. Coulter property is captioned as "Dealer in Fine Stock." It is clear by the map how large and successful the Coulters were as cattle raisers.
Now the moment you’ve been waiting for, who was first best cow? As reported in the minutes, “The class of two-year-olds was small, but beautiful. We awarded first premium to Lady Bonberry, owned by Wm. Lang, and the second to Duchess Second, owned by George M. Coulter.” Despite Duchess carrying a higher rank of nobility, she came second to Lady Bonberry at the 1859 state fair. Her efforts were well rewarded, however, as she received this beautiful pitcher and $15. It is unknown what Lady Bonberry received besides $30 for winning first premium, as only the cash awards are listed in the Board of Agriculture minutes. There is only one other similar piece in the collection. A silver mug engraved with the words, "Ohio State / Board of Agriculture / Premium." It was awarded when the fair was held in Cleveland, Ohio, which means it dates from 1852 or 1856. No category for the winner is listed on the mug and the Board of Agriculture minutes list a $10 silver cup as the award for "Best Floral Exhibition by An Horticultural Society," but no winner is provided. In addition, a silver cup of $5 value is listed for "Best Steam Engine," but a winner is not listed. While we may never know what electroplated silver serving piece Lady Bonberry took home, we can comfortably assume it was somehow bigger or more impressive than this pitcher. For those of you who have become invested in Duchess and George Coulter's success, don't worry. His two-year old bull, Challenge, won first premium in his category.
Interested in learning more about Shorthorn cattle? They are raised in Ohio to this day! Check out the American Shorthorn Association to learn more about the breed and its history, or read more about the state of the breed in Ohio now at the website for the Ohio Shorthorn Breeders Association.
Our Archives & Library has many amazing resources for you to learn more about past Ohio State Fairs. Be sure to visit the Archives Wednesday through Friday for a research appointment to see these documents.
Did you ever win first premium? Are you curious to see if your artifacts could be a part of the Ohio History Connection's collection? Check out our donations page to learn more!
Join our membership manager, Truda Shinker, as she visits the sites in the Ohio History Connection network! This month's trip took her to the Paul Laurence Dunbar House in Dayton.
Paul Laurence Dunbar, one of America's greatest poets, spent almost his entire life in Ohio. He published hundreds of poems, as well as novels, short stories and song lyrics. He’s considered one of the most important figures in African American and American history, in the company of Frederick Douglass, Booker T. Washington and his Dayton neighbors, Orville and Wilbur Wright. The turn-of-the-20th-century house exhibits Dunbar's literary treasures, many of his personal items and his family's furnishings. A project completed in 2003 returned the Dunbar house to its appearance at the time when Paul and his mother, Matilda, lived there. Paul lived in the house from 1904 until he died in 1906; his mother lived there from 1904 until she died in 1934. An on-site visitor center features panels telling the story of Paul's life and times.
Address: The Paul Laurence Dunbar Visitor’s Center is located at 219 North Paul Laurence Dunbar Street in Dayton. You’ll want to start your visit here. The actual Dunbar House is right next door, but you’ll need to have a staff member with you for a tour.
How much time: I would plan about 60–90 minutes at the Dunbar House. At the Visitor’s Center, you’ll be able to watch an 18-minute movie about Dunbar’s life and times and check out the exhibits. Talk to one of the staff members at the front desk to arrange for a tour of the actual Dunbar House.
My favorites: I loved the tour of the Dunbar house. The home is set up to look like it did when Paul and his mother Matilda were living there. Climbing the narrow steps to the second floor, seeing Paul’s room and his desk, and learning that Paul had a little room at the back of the property that he would escape to when there were too many people in the house really brought his story to life.
Truda's Tips: The Dunbar House doesn’t have its own parking lot, but there’s plenty of street parking around the site.
The Dunbar House is managed locally by the National Park Service. It’s part of the Dayton Aviation Heritage National Historical Park. You can learn more about all the sites that are part of the park by visiting their website.
The Ohio History Connection strives to meet ADA requirements for handicapped accessibility. However, historic structures like the Dunbar House provide challenges that make it difficult to provide complete access to all visitors. Please call the site with specific questions and concerns before visiting.
Kid Friendly? For Elementary-School Aged Kids and Older: The Dunbar House tour would be a great way to let kids see what it would have been like to live during the early 1900s. However, there are steep stairs that might be hard for little legs to navigate. Additionally, the objects in the house are arranged so that visitors can see how the Dunbars lived, but they are not to be touched. This could be a challenge for very young kids. The visitor center also features games and activities for kids, as well as a typewriter they can try and a station to stamp their Ohio History Connection or National Park passport.
Lunch: Every great road trip includes a great lunch! I’m a Dayton girl, but haven’t lived in the area for many years, so I consulted my high school bestie for a lunch recommendation. She knocked it out of the park with the Canal Street Arcade & Deli. Just a few minutes’ drive from the Dunbar House, the Canal Street Arcade & Deli is exactly the kind of restaurant I love on a road trip. They feature traditional and original deli sandwiches, as well as breakfast sammies, pizza, soups and salads. Looking for gluten free or vegetarian options? They’ve got those too. I got the Cajun turkey sandwich, and my coworkers got a garden salad and a Ham & Cheese sandwich. The bread and other ingredients were very fresh, and everything was made to order.
Besides the food, the main reason for visiting Canal Street Arcade & Deli is the arcade games. The place is jam packed with pinball machines and video games. It was like stepping back in time to the 1980s. It would be easy to spend a couple of hours playing games and eating a meal here. I would highly recommend checking it out when you’re in the area.
For more information: To learn more about the Paul Laurence Dunbar House, you can visit our website or the National Park Service’s website.
Ohio History Connection members enjoy free general admission at all the historic sites and museums in our network. Visit ohiohistory.org/join for more details!
Looking for more to do on your road trip?
Explore America 250-Ohio’s Creativity Trail! The trail includes more than 100 sites. Learn more here.
Interested in Ohio writers? The Harriet Beecher Stowe House (an Ohio History Connection site) in Cincinnati is just an hour away from the Dunbar House.
Are arts and culture your jam? The National Afro-American Museum & Cultural Center (an Ohio History Connection site) and The Dayton Art Institute are both an easy drive from the Dunbar House.
Want to learn more about Black History? Make a day of it by combining your visit to the Dunbar House with stops at the National Afro-American Museum & Cultural Center and the Cincinnati Black Music Walk of Fame.
Looking to learn more about Dayton history? Dayton has some great museums and living history sites. Spend the day exploring Carillon Historical Park, America’s Packard Museum and the rest of the Dayton Aviation Heritage National Historical Park.
Curious about aviation and military history? Visit the world-class National Museum of the United States Air Force to connect the Wright Brother’s legacy with today’s precision technology.
Special thanks to our guest contributor Rebecca Kelly at the Newark Earthworks for bringing her expertise to this month's blog.
Let me tell you about one of my favorite moments when teaching at the Hopewell Ceremonial Earthworks.
I show students an image of the Squier and Davis map—this beautifully detailed 1800s map of the Newark Earthworks—and I ask them what seems like a very simple question:
“What do you see?”

Map of the full Newark Earthworks Complex as mapped by Ephraim Squier and Edwin Davis in 1848 for the publication Ancient Monuments of the Mississippi Valley.
And then… we wait.
If you’ve ever tried this, you know the feeling. The silence stretches just a little too long. Students start to shift in their seats. Someone inevitably tries to jump ahead and explain what it is instead of just describing what they notice.
And I gently pull them back.
“Just tell me what you see.”
No guessing. No interpreting. Just looking.
This is the heart of See–Think–Wonder, a routine from Harvard Graduate School of Education’s Project Zero that sounds simple but can completely transform how students engage with learning.
But I’ll be honest—this first step is the hardest one.
For students, slowing down feels unnatural. For educators, it can feel even harder. We want to help. We want to guide. We want to get to the “right answer.” But when we pause and give students time, something really powerful begins to happen.
At first, the observations are simple. Lines. Circles. Squares. Shapes connected together. Pathways that don’t quite make sense yet. But as more students begin to share, you can actually see their confidence grow. They start to realize there isn’t just one right answer—there’s value in what they notice.
Once we’ve really sat in that space, I shift the question just a little: “What does this make you think of?”
And suddenly, the map starts to feel less distant.
Students begin making connections to their own lives. It looks like roads. Or a fort. Or something built with blocks. Sometimes someone says it reminds them of a map they’ve seen before, or even a game board. This document—created nearly 200 years ago to record earthworks built over a thousand years before that—starts to feel familiar.
That’s the moment I’m looking for.
Because now, it matters to them. And then we move into my favorite part. “What does this make you wonder?”
This is where everything opens up.
"Why are the shapes so precise?"
"Why are there long, straight, parallel walls?"
"Who made this—and how?"
"What was it used for?"
"Why did someone feel the need to map it?"
The questions come faster now, and they’re deeper. You can almost feel the shift in the room. Students aren’t just looking anymore—they’re thinking. They’re questioning. They’re trying to make sense of something bigger than themselves.
And the best part? I didn’t give them any of those questions.
They got there on their own.
From that point on, everything we explore—the people of the Hopewell culture, the purpose behind these massive geometric spaces, the sheer knowledge and effort it took to build them—has a foundation. The learning sticks because it’s rooted in their own curiosity.
In a time when students can find almost any answer in seconds, I’d argue that our job as educators isn’t just to deliver information. It’s to help students slow down. To notice. To connect. To wonder.
Because once they start wondering, they’re already on the path to understanding.
So here’s a small invitation for your own classroom: think about something you already use—a photo, an artifact, a map, even a diagram. What might happen if you resisted the urge to explain it… and simply asked:
“What do you see?”
You might be surprised by what your students show you.
Key Resources:
See-Think-Wonder routine from Harvard Graduate School of Education’s Project Zero
Squier, Ephraim George and Edwin Hamilton Davis. Newark Earthworks map. 1846. Ohio History Connection. Columbus. From Ohio Memory. https://ohiomemory.org/digital/collection/p267401coll7/id/1205/rec/72.
Hopewell Ceremonial Earthworks website, featuring informative sections on the history and culture of the Hopewell Ceremonial Earthworks.
Educational Resources:
Indigenous Wonders: Hopewell Ceremonial Earthworks Museum in a Box- Centered on Ohio's only UNESCO World Heritage site, this resource kit features carefully curated artifacts and replicas, maps, images, and three complete lesson plans. This Box explores the history, math and science of the Hopewell Ceremonial Earthworks. Learn more here.
Indigenous Wonders Virtual Learning Experience- Engage your students with Indigenous Wonders, a live, virtual program about the ancient Hopewell Ceremonial Earthworks—astonishing World Heritage sites built 2,000 years ago in what we now know as Ohio. The programs has four segments: World Heritage, Artifacts, the People and Ancient Knowledge, using demonstrations, videos and interactive questions.
Build Background Knowledge
Websites
Ohio Memory, from the Ohio History Connection and the State Library of Ohio, features a variety of primary and secondary sources relating to the Hopewell Ceremonial Earthworks.
“Hopewell Culture National Historic Park” website from the National Park Service.
The Ancient Ohio Trail from CERHAS – University of Cincinnati and Newark Earthworks Center – The Ohio State University at Newark.
Books, Etc.
Hancock, John E. Hopewell Ceremonial Earthworks: Ohio, United States of America, Nomination to the World Heritage List by the United States of America, 2022. World Heritage Ohio, 2022.
Indigenous Wonders of the World. Exhibition. Columbus, Ohio: Ohio History Connection. Ohio History Center.
Kern, Kevin F. and Gregory S. Wilson. Ohio: A History of the Buckeye State (Wiley-Blackwell, 2013).
Leper, Brad, PhD. Ohio Archaeology: An Illustrated Chronicle of Ohio’s Ancient American Indian Cultures. Orange Frazer Press, 2005.
Squier, E.G., and E.H. Davis. Ancient Monuments of the Mississippi Valley. 150th Anniversary Edition. Smithsonian Books, 1998.
Blog Image Citation: Squier, Ephraim George and Edwin Hamilton Davis. Newark Earthworks map. 1846. Ohio History Connection. Columbus. From Ohio Memory. https://ohiomemory.org/digital/collection/p267401coll7/id/1205/rec/72.
What do you think of when you hear “flesh‑eating beetles”? Something alien in a science fiction movie? Maybe those swarming scarab beetles from The Mummy — huge, exotic, and terrifying as they crawl across the screen and devour every living thing (and person) in their path. But did you know the Ohio History Connection has its own colony of flesh‑eating beetles?
Our colony lives in the natural history lab – and they’ve got their very own room! When people tentatively enter the “Dermestid Room” and gain the courage to peer into the large plastic storage container housing the beetles, their initial apprehension fades disappointment sets in. “That’s it!?”
They may not be scary, but they are incredibly helpful! Flesh-eating beetles are members of the beetle family Dermestidae, commonly known as Skin Beetles or Carpet Beetles. The species we employ at the Ohio History Connection is the Hide Beetle, Dermestes maculatus, which is found worldwide - on every continent except Antarctica. Adult hide beetles are only about ¼ - 1/2 inch in length and the larvae can be up to about ¾ inch.
For us, the real workhorses are the larvae, not the adults. We use the larvae to clean animal skeletons for our comparative skeletal collection. After we remove the hide, organs, and major muscles of a specimen, we introduce them into the beetle colony. When we’re preparing delicate specimens like bird skulls or small bones we want to keep together, we need to be careful and remove the specimen at the appropriate time. Once the soft tissue is gone the larvae will sometimes eat the thin bones of the skull or the cartilage between small bones, like in the feet, causing them to fall apart. The larvae consume the remaining soft tissue, leaving us with a nice, mostly-clean skeleton – saving staff hours in the tedious (and smelly) job of preparing skeletons.
Outside the lab, dermestid beetles play an important role in nature. The beetles arrive after fly larvae (maggots) remove most of the tissue from a deceased animal. Then, the dermestids complete the final cleaning, consuming the dried bits and pieces of tissue remaining on the skeleton.
But what about living tissue? There has only been one verified case of dermestid larvae attacking a living animal. This was on a farm where large, inactive male turkeys were housed in an overcrowded pen. Beetle larvae burrowed just a short way under the skin of some of the birds. Other than this one disturbing incident, dermestids are not known to consume living tissue.
How long does it take the larvae to clean a skeleton? That depends on the size of the colony, i.e. how many larvae are present, and the size of the skeleton. A colony can vary from a few dozen individuals when food is scarce, to thousands of larvae when there’s plenty to eat. With an average sized colony a mouse skull can be cleaned in a day or two, while the skeleton of a raccoon could take a week or more.
When I first suggested acquiring dermestid beetles for the museum, I was met with hesitation from the history curators. Why would we want to introduce a tank of hundreds of destructive pests into the museum!? Dermestid beetles, of which there are many species, are major pests in museum collections! Some species attack silk, wool, keratin, and wood – not to mention taxidermy specimens in natural history collections. To prevent potential problems, we developed a rigorous plan for how the colony is housed and how we introduce and remove specimens from their container.
For over 150 years, Dermestid beetles have worked in museums to clean skeletons. They are the best employees; they do a wonderful job, work 24 hours a day, and all you gotta do is feed ‘em!
Dave Dyer - Natural History Curator
Note: We do not kill animals to obtain skeletons for the collection. Specimens come from animals that died accidentally, such as roadkill, those killed by predators, and birds that fly into windows. We hold state and federal permits that allow us to collect and house specimens of native animals.
