Last Friday, the first piece of palisade was constructed at Fort Laurens, but this section isn’t part of the fort. Instead, it’s a test subject in a long term study. And before I go any further, I want to thank the team from Lawrence Township who very kindly took time out of their day to help out, likely keeping Peter and I alive.
While archaeologists spend much of their time studying what survives in the ground, it is equally important to understand what happens when structures decay. This project is designed to examine how wooden fortifications deteriorate over time and what evidence they leave behind in the archaeological record.
The goal is to create a reference collection of known post-depositional processes and feature formation that can be compared to excavated palisade features at Fort Laurens and other eighteenth-century military sites.
Building a test palisade
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The foundation trench we used to build the wall.
Peter Ellis, the project crew chief, getting things ready to add the next timber.
Without a work gang, alternate methods are explored to raise the timbers into place.
And when the alternate method gets too dangerous.
The final product: this is an experiment, not a sample of what the fort will look like. The short piece is the timber that will be burned later this fall.
Why Build a New Palisade?
When archaeologists excavate the remains of a fort, the wooden walls are usually long gone. What remains are subtle traces in the soil: post molds, charcoal deposits, stains, and changes in soil color or texture. Interpreting those traces can be challenging to say the least.
By constructing a test palisade and carefully documenting how it changes over time, we can observe exactly what evidence different processes leave behind. This will help us better understand the original construction, destruction, and preservation of Fort Laurens and similar sites.
The Experiments
Several experiments will be conducted simultaneously using timber posts installed under different conditions.
Burned Palisade Posts
One experiment will involve placing a timber post into the ground and intentionally burning it under controlled conditions.
The purpose is to document the archaeological signatures created by fire, including:
- Charcoal deposits
- Charring on surviving wood
- Soil discoloration
- Burn patterns around the post
Understanding these traces will help archaeologists recognize the evidence left by burned wooden fortifications centuries after the original structures have disappeared.
Ground Settling Around Posts
Another experiment will examine how soils move and compact around installed timbers over time. Archaeologists frequently encounter soil disturbances associated with former postholes, and documenting these changes will help improve interpretations of excavated features.
Earthen Berm Effects
Many eighteenth-century forts used earthen embankments in conjunction with wooden palisades. This experiment will evaluate how an earthen berm affects post stability, preservation, and the surrounding soil conditions.
Looking to the Future
Now that the test wall is completed, the posts will be monitored and documented as conditions change, allowing researchers to track the gradual processes of decay and preservation.
Although the experiment focuses on a small section of wall, the information gathered will help archaeologists better understand the life cycle of wooden fortifications, from their construction to their eventual disappearance. By studying how these features form in controlled conditions today, we can more accurately interpret the traces left behind by Fort Laurens and other eighteenth-century military sites.
Author: Jon Brewster
We welcome Brian Burdette as our new Chief Financial Officer. Brian, who is a Worthington resident, brings more than 20 years of finance and business leadership experience across retail, manufacturing, and operational finance. Most recently, he served as Financial Controller at kdc/one, following leadership roles with Big Lots and Victoria’s Secret. Throughout his career, Brian has led financial planning and analysis, budgeting and forecasting, cash management, internal controls, business performance and cross-functional decision support.
The Ohio History Connection is proud to be a supporter of accessible history education for the students of Ohio. Learn more about the various education-related programs and services we offer below, and discover how you can make a difference.
Digital Curricula:
Ohio as America is our award-winning social studies curriculum for 4th grade teachers and students. Since its launch in 2011, Ohio as America has engaged more than 200,000 students through its combination of digital technology and traditional learning methods. The curriculum includes teacher guides and lesson plans aligned to the Ohio Department of Education’s Learning Standards; hands-on activities and student readings; primary source images, maps and documents; printable materials and more.
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Many Ohio History Connection sites, including the Ohio History Center and Newark Earthworks, offer field trips and experiences for kids in traditional schools and homeschooled kids alike. Students can learn about Ohio history from experts with fun and engaging activities at an affordable price. To learn more about field trips, click here.
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Ohio History Day is an affiliate of National History Day, a free inter-disciplinary and project-based learning program that meets Ohio’s Learning Standards and allows students of all abilities to tell the stories that inspire them. Students may participate in the program as part of a class assignment, extracurricular, homeschool project or individual enrichment.
Ohio History Day teaches students to conduct research; analyze and synthesize information including primary and secondary sources; write and present an argument; and create imaginative exhibits, documentaries, websites and more. Each year, Ohio History Day reaches thousands of kids across the state. To learn more about Ohio History Day, click here.
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We welcome Jeremy Epperson to the role of Director of Facilities Management to our team. Originally from Senecaville, Jeremy recently retired from the U.S. Air Force after 24 years of service, where he led capital projects, infrastructure programs and large-scale operations across the United States, Europe, the Middle East and Asia. He has managed multimillion-dollar budgets, oversaw facilities and contract portfolios valued at nearly $1 billion — the Dublin resident is a proven leader in facilities management, contract oversight and strategic planning.
They’ve started popping up everywhere. One at your neighbor’s house and the sidewalk down the block. The green space around the corner and that busy intersection are both covered in them. The election sign deluge for this November’s general election has begun. And as any educator knows, the run-up to this year’s election presents a great opportunity to engage students in learning about civics, from the history of suffrage in the United States, to helping students seem themselves in the electoral process and beyond. At Resource Roundup, we’re helping you take advantage of this opportunity by providing resources, activities, and historical context so you can focus on what you do best: shaping Ohio’s young minds. In part one of this series, we’ll be diving into the life of one of Ohio’s most famous and controversial figures in the women’s suffrage movement: Victoria Woodhull.
Born in Homer, Ohio in 1838 as Victoria California Claflin, Woodhull is best known today as the first woman to run for President. As a the seventh of ten children, Woodhull participated in the family trade of patent medicine and healing through the 1860s. Woodhull met her first husband, Canning Woodhull, and married at the age 15. Victoria and Canning had two children together, Byron and Zulu Maude, but Canning quickly proved to be an alcoholic, big spender, and frequenter of brothels. After 11 years of marriage, Victoria divorced Canning in 1864.
Historians point to Woodhull’s tumultuous first marriage as the likely origin of her passion for the Free Love moment, which argued that women should be allowed to marry, divorce and have children without the interference of the government and society more broadly.
Victoria Woodhull married Colonel James Harvey Blood, also a believer in Free Love, in 1866. Woodhull moved to New York City with her new husband and sister Tennessee Claflin, where the sisters became friends with Cornelius Vanderbilt, one of the wealthiest men in America, and with his partnership became the first women to operate a financial firm on Wall Street. The sisters also started their own newspaper called Woodhull & Claflin’s Weekly, which they used to advocate for women’s suffrage, free love and other progressive issues, as well as to expose alleged scandals.
With growing notoriety and political connections, Woodhull began to gather a following. She hosted speeches, published articles and made a name for herself. In 1871, Woodhull became the first woman to address Congress. A year later in 1872, Woodhull accepted the nomination to run for President as a member of the newly formed Equal Rights Party with Frederick Douglas as her vice president, though Douglas never acknowledged the nomination. Though Woodhull received few votes, her nomination served to illuminate the great irony of being a woman in the United States before the passage of the 19th ammendment: Woodhull was legally allowed to run for President, but could not case a vote in the election. Woodhull’s unsuccessful nomination was ultimately one of the first stepping stones that led to women earning the right to vote in 1920 when Victoria was eighty-two years old.
Woodhull, though often considered controversial in her time, was an active participant in the women’s suffrage movement, pushing women’s rights and protections, ultimately contributing to the movement that earned women the right to vote in 1920 with the passage of the 19th amendment.
Classroom Activity:
As election campaigns kick into high gear this fall, your students are stepping into the driver’s seat. First, they’ll investigate some of the posters, broadsides, postcards and pamphlets created during the women’s suffrage movement. Then, they’ll investigate a modern political issue and create their own political ephemera for their selected issue.
1. First, students should examine a selection of women’s suffrage materials (see below). Depending on your classroom’s needs, you may opt to have students examine the primary sources individually or in small groups. Adapt the number of sources they examine according to your classroom needs. Students should be able to answer:
- Who created this poster/broadside/postcard/sign? What information does the creator want to communicate to the viewer?
- What can we learn about the women’s suffrage movement by examining this primary source?
- What stands out to you about this primary source? What makes this an effective or ineffective political poster/ broadside/postcard/sign?
- Do you think any of the primary source’s claims or design elements would be less effective today than when it was created? Why or why not?
Primary Source Set:
- 'Votes for Women!" broadside
- 'Let Ohio Women Vote' postcard
- Ohio Woman Suffrage Association broadside
- Lucas County Equal Suffrage League, Toledo, Ohio, 1912
- 'Women in the Home' broadside
- 'Votes for Women' meeting broadside
- 'Why Women Want to Vote' broadside
- 'Prominent Catholics for Equal Suffrage' broadside
2. Now it’s your students’ turn. Your students are now running their own campaign for an issue they feel is important in today’s world (we know, it seems like just yesterday they were learning about the electoral college in your classroom—time flies!). Students should select one topic they want to feature in their campaign. What issue matters the most to them?
- Once they’ve selected their issue, students should conduct research into the issue. The goal of their research is to be able to create a compelling piece of campaign material. They don’t need to become political experts in the issue, but they’ll need to understand the basic positions held on their issue of choice, as well as the basic arguments for and against the issue.
- Note: High school and older middle school teachers may wish to host a class discussion to determine what political issues matter the most to your students. Elementary and some middle grade educators may wish to create a set list of topics for students to select from (e.g., environmental protection, affordable college tuition, voters’ rights, etc.). As students research their chosen issue, elementary and middle school teachers may wish to provide students with a select list of resources for students to use in their research.
3. Armed with their research and reflections on historical campaign materials, now it’s time for students to get creative. Their goal is to create a piece of political material advocating for their chosen issue.
- Students should create a poster advertising a speech, a political banner, poster, a song, etc. for their chosen issue.
- Encourage students to get creative! They should be making something they think would truly be eye-catching and compelling to young people today. The campaign material should be compelling, clear, and integrate what they’ve learned throughout the activity.
- Once students have put together their political ephemera, it’s time for them to show it off! Host a class gallery walk as students display their work.
Additional resources to dive deeper into researching women’s suffrage:
- “Ohio Women Vote: 100 Years of Change” from the Ohio History Connection
- Women’s Suffrage and Activism Collections in the Ohio History Connection Archives & Library
- “Vivacious Vic” from Ohio Memory
Blog Image Citation: [Left] Davis, Cornelia Cassady. Lucas County Equal Suffrage League, Toledo, Ohio, 1912. Toledo: 1912. Ohio Memory, Parades - Women's Suffrage - 6394. https://ohiomemory.org/digital/collection/p16007coll33/id/190011/rec/10 (Sep. 7, 2026).
[Middle Left] Woman Suffrage Party of the City of New York. "Votes for Women!" broadside. New York: ca. 1900. Ohio Memory, Hopley Family Collection, 1866-1902. https://ohiomemory.org/digital/collection/p267401coll32/id/27667/rec/100(Sep. 7, 2026).
[Middle Right] Victoria Claflin Woodhull portrait. ca. 1870. Ohio Memory, Victoria Claflin Woodhull Collection. https://ohiomemory.org/digital/collection/p267401coll32/id/9628/rec/1 (Sep. 7, 2026).
[Right] Ohio Woman Suffrage Association. Ohio Woman Suffrage Association broadside. Warren, Ohio: ca. 1910. Ohio Memory, Ohio Woman Suffrage Association Broadside Collection. https://ohiomemory.org/digital/collection/p267401coll32/id/27660/rec/9 (Sep. 7, 2026).
