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to my ePortfolio. My name is Riley Sutherland...


WELCOME

I am a senior BARSC (History and American Studies) student at the University of South Carolina. I will graduate in May 2022 with Leadership Distinction in Research. After graduating, I will stay at the university for a year to finish an accelerated History M.A. I hope to afterwards continue my research in a doctoral program.


GETTING STARTED

     I am originally from Kansas City, Missouri. During middle and high school, I volunteered at the Clay County Museum and Historical Society. When designing exhibits, planning public events, and organizing artifacts, I confronted important questions about making history accessible to the public: in a limited space, how do we decide what history to share? How can we challenge audiences to engage with primary sources? And what is the best way to showcase contested histories?
     I confronted similar questions in my own independent research. After reading that some women travelled with the Continental Army during the Revolutionary War, I wanted to learn more: what were these army women’s daily lives like before the war? How did the war change their social networks, parenting, and labor? And how did the women’s military service impact their post-war lives? Secondary sources did not reveal answers, so I dove into pension files, microfilm of Virginia’s Council of State Papers, and cemetery records. These sources revealed that they sometimes went on strike for pay, harbored fugitive enslaved women, joined forces with enlisted men to demand rations, and reported mutiny plans to officers—in two instances, causing them to hang soldiers. After the war, women demanded pay and pensions. This discovery only raised more questions: why do finding aids and indexes fail to list these women? And if army women left such visible marks on military records, with many bolstering their pension applications with compelling testimony, why do historians neglect them? What accounts for this historiographic silence?

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A team from our museum received a grant to make a documentary, walking tour, and exhibit about the Battle of Liberty/Blue Mills Landing and our town's involvement in the Civil War. We also placed a historical marker at the battle site; the above photo is of our dedication ceremony.


UNDERGRADUATE EXPERIENCE

As an undergraduate, I have had the opportunity to explore different answers to these questions. Sometimes, this happened in the classroom.

  • HIST 300 (Introduction to the History Major), SCHC 326 (COVID-19: Recording People’s Perspectives), SCHC 425 (Museums and Advocacy) introduced me to challenges and methods in public history. We studied museums, oral histories, and monuments. Along the way, we discussed the best ways to (1) make historical content accessible to broader publics, (2) present history as a series of debates, and (3) engage the public in the process of historical revision.

 

  • SCHC 367 (Experimental Music Workshop), SCHC 382 (The US Constitution), SCHC 421 (History of the Senses), SCHC 450 (Hawthorne and Henry James; Melville and Shakespeare) were highly interdisciplinary courses. By combining literary theory, philosophy, history, law, music, and social sciences, these courses challenged me to identify the limitations of disciplinary categories. They demonstrated the importance of interdisciplinary research.

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My SCHC 382, US Constitution class on a field trip in Philadelphia to visit the National Constitution Center, Independence Hall, and the Museum of the American Revolution.
  • HIST 701 (Reading Seminar in Colonial American History) and HIST 720 (Introduction to the Study of History) required me to consider problems with the way we currently define “the archive(s)” and organize sources. In these classes, we engaged with different types of sources and artifacts and questioned how they can help historians fill silences.

Other times, my learning happened beyond the classroom. I pursued my own research about army women with an Exploration Grant and Magellan Scholar award. These grants allowed me to prepare an original research article, which is under review by the Journal of American History. I also had the opportunity to learn from my professors’ research projects; I worked as a research assistant for Dr. Woody Holton as he prepared to publish Liberty is Sweet: The Hidden History of the American Revolution (2021) and for Dr. Nicole Maskiell as she worked on her forthcoming book, Bound by Bondage: Slavery and the Creation of a Northern Gentry (2022). I also worked as an assistant for the Pinckney Papers Project, a documentary editing project. In Missouri, in addition to continuing my work with the Clay County Museum, I interned for the National Archives at the Harry S. Truman Presidential Library and Museum and volunteered at the Fairview Cemetery. Finally, sharing research opportunities with other students is important to me, and I had the opportunity to do so as a Magellan Ambassador for the Office of Undergraduate Research.


NAVIGATING THE PORTFOLIO

This portfolio presents three “Key Insights” that I learned from these experiences:

Key Insight 1: Impactful and useful history projects are accessible and engage the broader public.

Key Insight 2: Scholars can interrogate and challenge pervasive paradigms with interdisciplinary research.

Key Insight 3: Historians can access subaltern subjects' experiences by reimagining the archive.

The “Leadership” section addresses an issue other historians and I have confronted when researching United States History: the inaccessibility of pension records. In this section, I propose a solution derived from my key insights: to create a digital pension archive that not only presents images of the sources but also contextualizes them. 

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