SORS-2021-1.5.Pdf

Total Page:16

File Type:pdf, Size:1020Kb

SORS-2021-1.5.Pdf Office of Fellowships and Internships Smithsonian Institution Washington, DC The Smithsonian Opportunities for Research and Study Guide Can be Found Online at http://www.smithsonianofi.com/sors-introduction/ Version 1.5 (Updated October 2020) Copyright © 2021 by Smithsonian Institution Table of Contents .................................................................................................................................................................................................. 1 How to Use This Book .......................................................................................................................................................................................... 1 Anacostia Community Museum (ACM) ........................................................................................................................................................ 2 Archives of American Art (AAA) ....................................................................................................................................................................... 4 Asian Pacific American Center (APAC) .......................................................................................................................................................... 5 Center for Folklife and Cultural Heritage (CFCH) ...................................................................................................................................... 6 Cooper-Hewitt, National Design Museum (CHNDM) .............................................................................................................................. 9 Freer Gallery of Art/Arthur M. Sackler Gallery (FSGA) ............................................................................................................................ 13 Hirshhorn Museum and Sculpture Garden (HMSG) ............................................................................................................................... 17 Museum Conservation Institute (MCI) ........................................................................................................................................................ 19 National Air and Space Museum (NASM) ................................................................................................................................................... 22 National Museum of African American History and Culture (NMAAHC) ........................................................................................ 28 National Museum of African Art (NMAfA) .................................................................................................................................................. 30 National Museum of American History (NMAH) ...................................................................................................................................... 32 National Museum of the American Indian (NMAI) ................................................................................................................................. 44 National Museum of Natural History (NMNH) .......................................................................................................................................... 49 National Portrait Gallery (NPG) ...................................................................................................................................................................... 89 National Postal Museum (NPM) ..................................................................................................................................................................... 92 National Zoological Park (NZP) ...................................................................................................................................................................... 94 Office of Fellowships and Internships (OFI) ........................................................................................................................................... 105 Office of International Relations (OIR) ...................................................................................................................................................... 106 Office of the Provost (OUSMRP).................................................................................................................................................................. 108 Smithsonian American Art Museum (SAAM) ......................................................................................................................................... 109 Smithsonian Astrophysical Observatory (SAO) .................................................................................................................................... 112 Smithsonian Center For Learning and Digital Access (SCLDA) ....................................................................................................... 131 Smithsonian Environmental Research Center (SERC) ........................................................................................................................ 132 Smithsonian Institution Archives (SIA) ..................................................................................................................................................... 136 Smithsonian Libraries (SIL) ........................................................................................................................................................................... 139 Smithsonian Institution Traveling Exhibition Service (SITES) .......................................................................................................... 145 Smithsonian Latino Center (SLC) ............................................................................................................................................................... 148 Smithsonian Science Education Center (SSEC) ..................................................................................................................................... 151 Smithsonian Tropical Research Institute (STRI) .................................................................................................................................... 152 The Smithsonian Associates (TSA) ............................................................................................................................................................. 163 Are you interested in doing independent research or study related to Smithsonian collections, facilities, or experts? Are you interested in having a learning experience guided by a Smithsonian mentor with specific expertise? Are you interested in maintaining a scholarly affiliation with the Smithsonian on a subject that is a particular area of your expertise? If so, this could be the book for you. For over fifty years, in various iterations, the Smithsonian Opportunities for Study and Research (SORS) guide has been a resource for connecting prospective fellows, interns, and research associates with the Smithsonian. If you are applying to an existing Smithsonian program (fellowship, internship, etc), you can use this book to identify a potential advisor/mentor and reach out to them to discuss whether they might be in a position to host you. Alternatively, if there is not an existing program in the area of your interest, but you would like to explore the possibility of doing an internship or fellowship with a particular SI expert on your own this book can be used for that too. If you approach a would-be Smithsonian advisor or mentor with a question or proposal, be specific as possible, and do some research ahead of time to verify that the person you are approaching is doing work in a field that matches your idea or question. in a position to host you. On the other hand, broadening access is a priority for the Smithsonian; if the person you contact can offer a response, they will. I honor you for your commitment to increasing your knowledge and diffusing it to others. Thank you for your interest in the Smithsonian! Eric Woodard, Ed.D. Director of Fellowships and Internships Smithsonian Institution August 2020 SMITHSONIAN OPPORTUNITIES FOR RESEARCH AND STUDY 2021 | 1 Lisa Sasaki, Acting Director The mission of the Anacostia Community Museum is focused on the examination of contemporary urban issues and community life, and on community-focused approaches to research, documentation, and educational and cultural programming. The geographic scope of museum work incorporates the Washington, D.C. Metro area as well as urban communities in other parts of the United States. Core to the work of the museum is the belief that active citizen participation in the recovery and preservation of community historical assets, in cultural and arts activities, and in community advocacy are important and powerful instruments in creating and maintaining a sense contemporary community life, and of issues and themes that shape and resonate within urban communities. An important goal of museum collections is the development of strategies to engage public audiences with the Smithsonian interns and fellows assist the museum in bringing scholarship and formal research-to-research programs. In addition to the range of scholarship within the humanities and social sciences, the museum is also interested in students and researchers in the fields of social and human geography, community studies, cultural studies, and urban ecology. The museum has a strong focus on community-based documentation
Recommended publications
  • Articulating Culturally Sensitive Knowledge Online: a Cherokee Case Study*
    Articulating Culturally Sensitive Knowledge Online: A * Cherokee Case Study Robert Leopold Abstract: This article examines the online management of culturally sensitive knowledge through a discussion of a collaboration between the Museum of the Cherokee Indian and the Smithsonian Institution. It discusses the roles of the two institutions in a digital repatriation project involving an extensive body of 19th and 20th century manuscripts as well as the assumptions that informed their respective decisions regarding the online presentation of traditional cultural expressions. The case study explores some challenges involved in providing online access to culturally sensitive materials: first, by probing disparate senses of the term community, and then through a close examination of a particular class of heritage materials about which many Cherokee feel deeply ambivalent and for which notions of collective ownership are especially problematic. The Cherokee knowledge repatriation project offers a novel model for the circulation of digital heritage materials that may have wider applicability. The success of the project suggests that collaboration between tribal and non-tribal institutions may lead to more creative solutions for managing traditional cultural expressions than either alone can provide. [Keywords: Access Restrictions, Digital Repatriation, Culturally Sensitive Materials, Ethnographic Archiving, Knowledge Management. Keywords in italics are derived from the American Folklore Society Ethnographic Thesaurus, a standard nomenclature for the ethnographic disciplines.] Not long ago, I was giving a behind-the-scenes tour of the Smithsonian’s National Anthropological Archives when a member of the group asked me how our archives deals with culturally sensitive collections. Coincidentally, we were standing in front of a recent acquisition: the papers of Frederica de Laguna (1906-2004), an eminent anthropologist who conducted research among the Tlingit people of the Pacific Northwest Coast between 1949 and 1954.
    [Show full text]
  • Summer 1987 Number 2
    NEVADA HISTORICAL SOCIETY QUARTERLY Cheryl A. Young, Editor William D. Rowley, Book Review Editor EDITORIAL BOARD Jerome E. Edwards, Chairman University of Nevada, Reno Michael J. Brodhead University of Nevada, Reno Robert Davenport University of Nevada, Las Vegas Doris Dwyer Western Nevada Com/nunity College James Hulse Univel'sity of Nevada, Reno John H. Irsfeld University of Nevada, Las Vegas Candance C. Kant Clark County Community College Eugene Moehring University of Nevada, Las Vegas Guy Louis Rocha Nevada State Archives Wilbur S. Shepperson University of Nevada, Reno The Quarterly solicits contributions of scholarly or popular interest dealing with the following subjects: the general (e.g., the political, social, economic, constitutional) or the natural history of Nevada and the Great Basin; the literature, languages, anthropology, and archeaology of these areas; reprints of historic docu­ ments (concerning people, flora, fauna, historical or archaeological sites); reviews and essays concerning the historical literature of Nevada, the Great Basin, and the West. Prospective authors should send their work to The Editor, Nevada Historical Society Qumterly, 1650 N. Virginia St., Reno, Nevada 89503. Papers should be typed double-spaced and sent in duplicate. All manuscripts, whether alticles, edited documents, or essays, should conform with the most recent edition of the University of Chicago Press Manual of Style. Footnotes should be typed double-spaced on separate pages and numbered consecutively. Correspondence concerning alticles and essays is welcomed, and should be addressed to The Editor. © Copyright Nevada Historical Society, 1987. The Nevada Historical Society Quarterly (ISSN 0047-9462) is published quarterly by the Nevada Histolical Society, 1650 N.
    [Show full text]
  • The Mormons and the Ghost Dance
    The Mormons and the Ghost Dance Lawrence G. Coates ate in the nineteenth century, thousands of Indians resentful of reserva- tion life gathered in groups to chant and dance themselves into hyp- notic trances until they collapsed from exhaustion. Some Plains Indians, while shuffling steps to this native ritual, wore special shirts decorated with symbols to protect them from bullets. These same Indians claimed that the biblical Messiah, allegedly seen by a Nevada Indian prophet, would soon return and cleanse the earth of the white man, restore abundance to the land, and reunite the living and dead Indians. Fearing a native uprising, government officials forcefully suppressed these Ghost Dances, leading to the infamous massacre at Wounded Knee, South Dakota, on a cold December day in 1890. Some blamed the Mormons for the "Messiah Craze," accusing their mis- sionaries of posing as the Messiah and claiming that the Ghost Shirt was modeled after their temple clothing. Subsequently scholars have not only perpetuated these ideas but have added their own fabrications to this tradition. In actuality, the Ghost Dance religion originated with the native Americans themselves as they tried to revive the life style of a previous generation. Mor- mon links were peripheral, not central. HISTORY OF THE GHOST DANCE The Ghost Dance of the 1890s was not the first adventist movement to spread among the natives of the American west. Twenty years earlier in re- sponse to the encroaching Europeans, an Indian prophet named Wodziwob arose among the Paviotso of Walker Lake near Reno, taught a special dance LAWRENCE C. COATES teaches history at Ricks College in Rexburg, Idaho.
    [Show full text]
  • The National Anthropological Archives, Simthsonian Institution
    History of Anthropology Newsletter Volume 1 Issue 2 Spring 1974 Article 3 January 1974 The National Anthropological Archives, Simthsonian Institution Curtis M. Hinsley Jr. Follow this and additional works at: https://repository.upenn.edu/han Part of the Anthropology Commons, and the History of Science, Technology, and Medicine Commons Recommended Citation Hinsley, Curtis M. Jr. (1974) "The National Anthropological Archives, Simthsonian Institution," History of Anthropology Newsletter: Vol. 1 : Iss. 2 , Article 3. Available at: https://repository.upenn.edu/han/vol1/iss2/3 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/han/vol1/iss2/3 For more information, please contact [email protected]. -2- SOURCES FOR THE HISTORY oF· ANTHROPOLOGY THE NATIONAL ANTHROPOLOGICAL ARCHIVES, SMITHSONIAN INSTITUTION Curtis M. Hinsley, Jr. National Anthropological Archives of the Smithsonian Institu- tion is a mine of vast, untapped resources in the history of American anthropology in the nineteenth and twentieth centuries. The official records and correspondence of the Bureau of American Ethnology, from its founding in 1879 to its dissolution in 1965, form the central col- lection of the Archives. These records not only tell the story of the Bureau but also trace developments in every field of American anthro- pology for nearly a century. The records of.the first thirty years (1880 to 1910), when the Bureau was the undisputed center of anthropo- logical activity in the western hemisphere, are particularly critical for examining the professional development of American anthropology. From 1879 to 1906 outgoing correspondence is filed in various series of letterbooks, some according to official -- John Wesley Powell, Frank Hamilton Cushing, W.J.
    [Show full text]
  • The Project Gutenberg Ebook of Myths of the Cherokee, by James Mooney
    4/10/2019 Myths of the Cherokee The Project Gutenberg EBook of Myths of the Cherokee, by James Mooney This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: Myths of the Cherokee Extract from the Nineteenth Annual Report of the Bureau of American Ethnology Author: James Mooney Release Date: May 11, 2014 [EBook #45634] Language: English Character set encoding: ASCII *** START OF THIS PROJECT GUTENBERG EBOOK MYTHS OF THE CHEROKEE *** Produced by Jeroen Hellingman and the Online Distributed Proofreading Team at http://www.pgdp.net/ for Project Gutenberg (This file was produced from images generously made available by The Internet Archive/American Libraries.) [Contents] https://www.gutenberg.org/files/45634/45634-h/45634-h.htm#s1 1/565 4/10/2019 Myths of the Cherokee [Contents] https://www.gutenberg.org/files/45634/45634-h/45634-h.htm#s1 2/565 4/10/2019 Myths of the Cherokee MYTHS OF THE CHEROKEE BY JAMES MOONEY https://www.gutenberg.org/files/45634/45634-h/45634-h.htm#s1 3/565 4/10/2019 Myths of the Cherokee EXTRACT FROM THE NINETEENTH ANNUAL REPORT OF THE BUREAU OF AMERICAN ETHNOLOGY WASHINGTON GOVERNMENT PRINTING OFFICE 1902 [3] [Contents] MYTHS OF THE CHEROKEE BY JAMES MOONEY [5] [Contents] CONTENTS https://www.gutenberg.org/files/45634/45634-h/45634-h.htm#s1 4/565 4/10/2019 Myths of the Cherokee XII.
    [Show full text]
  • Northeastern State University, Mapping Tahlequah History
    Narrative Section of a Successful Application The attached document contains the grant narrative and selected portions of a previously-funded grant application. It is not intended to serve as a model, but to give you a sense of how a successful application may be crafted. Every successful application is different, and each applicant is urged to prepare a proposal that reflects its unique project and aspirations. Prospective applicants should consult the current Institutes guidelines, which reflect the most recent information and instructions, at https://www.neh.gov/program/humanities-initiatives-colleges-and-universities Applicants are also strongly encouraged to consult with the NEH Division of Education Programs staff well before a grant deadline. Note: The attachment only contains the grant narrative and selected portions, not the entire funded application. In addition, certain portions may have been redacted to protect the privacy interests of an individual and/or to protect confidential commercial and financial information and/or to protect copyrighted materials. Project Title: Mapping Tahlequah History Institution: Northeastern State University Project Director: Farina King and John McIntosh Grant Program: Humanities Initiatives at Colleges and Universities PROJECT NARRATIVE A. Intellectual Rationale Some people might remember how fictional character Billy Coleman describes the small town of Tahlequah in Wilson Rawls’s Where the Red Fern Grows (1961). In recent years, nearly 100,000 people gather in Tahlequah from throughout the country to recognize the Cherokee National Holiday, which commemorates the signing of the Cherokee Nation Constitution on September 6, 1839. Tahlequah and surrounding areas such as Park Hill and Fort Gibson constitute key parts of Green Country in Northeastern Oklahoma, which was formerly Indian Territory designated for Cherokees after their forced removal from their ancestral homelands, commonly known as the Trail of Tears.
    [Show full text]
  • "The Promises They Heard He Had Made": the Ghost Dance, Wounded Knee, and Assimilation Through Christian Orthodoxy Justin Estreicher University of Pennsylvania
    Penn History Review Volume 24 Article 2 Issue 2 Penn History Review 4-5-2019 "The promises they heard He had made": The Ghost Dance, Wounded Knee, and Assimilation through Christian Orthodoxy Justin Estreicher University of Pennsylvania This paper is posted at ScholarlyCommons. https://repository.upenn.edu/phr/vol24/iss2/2 For more information, please contact [email protected]. “The promises they heard He had made” “The promises they heard He had made”: The Ghost Dance, Wounded Knee, and Assimilation through Christian Orthodoxy Justin Estreicher The connection between the Ghost Dance movement of 1889–90 and the Wounded Knee Massacre has been explored by seemingly countless writers since the time of the massacre itself. A standard account of the tragedy might begin with the Paiute prophet Wovoka, also known as Jack Wilson, who initi- ated the Ghost Dance as a messianic religion promising Native Americans the departure of the United States Army and the return of the buffalo and the spirits of the dead. The dance ultimately spread to the Lakota Sioux living on the Pine Ridge Agency, inspiring fears of an uprising among local agents, who called in the soldiers responsible for the massacre of December 29, 1890. This concise narrative illustrates a clear link between Wovoka’s movement and the violence of Wounded Knee, but it fails to capture the nuances present even in the work of the ethnographer James Mooney, who examined the Ghost Dance in the 1890s. According to Mooney, white observers initially raised the alarm over the dangerous potential of the Ghost Dance in May 1890, though veteran agent James McLaughlin of Standing Rock dismissed the notion of hostile intent on the part of the Lakota.
    [Show full text]
  • Tribes of Oklahoma – Request for Information for Teachers
    Tribes of Oklahoma – Request for Information for Teachers (Common Core State Standards for Social Studies, OSDE) Tribe:____Cherokee____ (ch EH - r uh - k EE) Tribal websites(s) http// www.cherokee.org 1. Migration/movement/forced removal Oklahoma History C3 Standard 2.3 “Integrate visual and textual evidence to explain the reasons for and trace the migrations of Native American peoples including the Five Tribes into present-day Oklahoma, the Indian Removal Act of 1830, and tribal resistance to the forced relocations.” Oklahoma History C3 Standard 2.7 “Compare and contrast multiple points of view to evaluate the impact of the Dawes Act which resulted in the loss of tribal communal lands and the redistribution of lands by various means including land runs as typified by the Unassigned Lands and the Cherokee Outlet, lotteries, and tribal allotments.” • The Cherokees are original residents of the American southeast region, particularly Georgia, North and South Carolina, Virginia, Kentucky, and Tennessee. Most Cherokees were forced to move to Oklahoma in the 1800's along the Trail of Tears. Descendants of the Cherokee Indians who survived this death march still live in Oklahoma today. Some Cherokees escaped the Trail of Tears by hiding in the Appalachian hills or taking shelter with sympathetic white neighbors. The descendants of these people live scattered throughout the original Cherokee Indian homelands. After the Civil War more a new treaty allowed the government to dispose of land in the Cherokee Outlet. The settlement of several tribes in the eastern part of the Cherokee Outlet (including the Kaw, Osage, Pawnee, Ponca, and Tonkawa tribes) separated it from the Cherokee Nation proper and left them unable to use it for grazing or hunting.
    [Show full text]
  • The Lakota Ghost Dance of 1890
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln University of Nebraska Press -- Sample Books and Chapters University of Nebraska Press Spring 2013 The Lakota Ghost Dance of 1890 Rani-Henrik Andersson Follow this and additional works at: https://digitalcommons.unl.edu/unpresssamples Andersson, Rani-Henrik, "The Lakota Ghost Dance of 1890" (2013). University of Nebraska Press -- Sample Books and Chapters. 188. https://digitalcommons.unl.edu/unpresssamples/188 This Article is brought to you for free and open access by the University of Nebraska Press at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in University of Nebraska Press -- Sample Books and Chapters by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. The Lakota Ghost Dance of 1890 Buy the Book Buy the Book The Lakota Ghost Dance of 1890 Rani-Henrik Andersson University of Nebraska Press Lincoln & London Buy the Book © 2008 by the Board of Regents of the University of Nebraska All rights reserved Manufactured in the United States of America Library of Congress Cataloging-in-Publication Data Andersson, Rani-Henrik. The Lakota ghost dance of 1890 / Rani-Henrik Andersson. p. cm. Includes bibliographical references and index. isbn 978-0-8032-1073-8 (cloth: alk. paper) isbn 978-0-8032-4591-4 (paper: alk. paper) 1. Ghost dance—South Dakota. 2. Teton Indians—Rites and ceremonies. 3. Teton Indians—Government relations. I. Title. e99.t34a63 2008 299.7’9809034—dc22 2008015838 Set in Dante.
    [Show full text]
  • James Mooney, Among the Cherokee
    GREAT SMOKY MOUNTAINS Fall 2006 Volume 7 • Number 2 T HE U NIVERSI T Y OF T ENNESSEE L IBRARIES James Mooney, early ethnologist of the Cherokee. Great Smoky Mountains Colloquy is a newsletter published by The University of Tennessee Wolftown ball team, October, 1888. (ALL PHOTOGRAPHS IN THIS artICLE ARE BY JAMES MOONEY.) Libraries. Co-editors: James Mooney, among the Cherokee Anne Bridges Russ Clement he Cherokees are undoubtedly the most important tribe in the United Kenneth Wise “TStates, as well as one of the most interesting,” wrote ethnologist James Mooney in his 1888 article “Myths of the Cherokee,” composed after his first Correspondence and season studying the Eastern Band of the Cherokee. He continued, “Remaining change of address: GSM Colloquy in their native mountains, away from railroads, and progressive white civiliza- 652 John C. Hodges Library tion, they retain many customs and traditions which have been lost by those The University of Tennessee who removed to the West.” Mooney’s initial foray into the Qualla Boundary Knoxville, TN 37996-1000 of North Carolina would be the first of many research trips, sponsored by the 865/974-2359 Smithsonian Institute’s Bureau of American Ethnology. His writings, an 865/974-9242 (fax) outgrowth of his lifelong fascination with Native Americans and their culture, Email: [email protected] provided a record of Cherokee life that was rapidly fading by the 1800s. Web: www.lib.utk.edu/smokies/ Mooney, born in Richmond, Indiana in 1861, was a self-taught ethnologist, when the profession was still in its nascent stages. The Bureau of American Ethnology was founded in 1879 by explorer John Wesley Powell.
    [Show full text]
  • MS 2531 James Mooney Notebooks Principally Regarding Kiowa, Cheyenne, and Arapaho Shield and Tipi Designs
    MS 2531 James Mooney notebooks principally regarding Kiowa, Cheyenne, and Arapaho shield and tipi designs National Anthropological Archives Museum Support Center 4210 Silver Hill Road Suitland, Maryland 20746 [email protected] http://www.anthropology.si.edu/naa/ Table of Contents Collection Overview ........................................................................................................ 1 Administrative Information .............................................................................................. 1 Local Numbers................................................................................................................. 2 Scope and Contents........................................................................................................ 2 Biographical / Historical.................................................................................................... 1 Local Note........................................................................................................................ 2 Local Note........................................................................................................................ 2 Local Note........................................................................................................................ 2 Album Information............................................................................................................ 2 Names and Subjects ...................................................................................................... 3 Container
    [Show full text]
  • Talking Leaves: the Cherokee Syllabary and the Trail of Tears
    Talking Leaves: The Cherokee Syllabary and the Trail of Tears William Ling-Regan Senior Division Historical Paper Paper: 2,488 words Process Paper: 500 words Process Paper When the theme for this year’s competition was announced, I immediately had an idea for a topic. As someone who loves languages, I thought that the theme of “Communication in History” would be a great way to incorporate my interests into my NHD project. I thought back to an elementary school unit on the Cherokee, and remembered learning about the creation of the Cherokee written language. After doing some basic research, I realized that this topic was a perfect fit for the theme. Once I settled on this topic, I thought about which of the project categories would be most well-suited to it. I decided to write a paper. I am much more comfortable with words and sentences than I am with technology or performances, and I thought that the paper format would be the most elegant and effective way for me to present my research and argument. After all, I studied the Cherokee written language, so it was fitting that my project took the form of written words. I began my research process by looking for general information, mainly in the form of biographies about Sequoyah. Once I had laid the groundwork, I looked for secondary sources that provided more information about periods of Seqouyah’s life and details of his work that were particularly relevant to the theme. These secondary sources pointed the way to specific primary sources: the laws, articles, and treaties that I needed to understand the syllabary and its impact on Cherokee history.
    [Show full text]