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Haywood-Pettibone Trial

Educator Advisory Council

If you are a teacher that would like to be help us shape the future of education at the Museum, join our Educator Advisory Council (EAC). We are looking for educators from many disciplines and grade levels to help us develop, pilot, and evaluate programs and resources produced by the Museum’s Education staff.

Applications for the 2024-2026 term are now closed.

Professional Development

The Idaho State Museum offers relevant and engaging educator professional development workshops to assist in classroom teaching about Idaho history topics. Professional development workshops provide classroom-ready materials and an opportunity to learn from subject-matter experts.

Courage and Compassion: Idaho and the Japanese American WWII Experience

July 24, 2024
Idaho State Museum

July 25, 2024
Field Trip to Minidoka National Historic Site

The Idaho State Museum education team is hosting a 2-day workshop for 4th-12th grade Idaho teachers that focuses on methods of teaching the Japanese American Experience during World War II including object-based learning, place-based learning, and learning from primary sources. The professional development includes access to the Courage and Compassion exhibition at the Idaho State Museum and a field trip to Minidoka National Historic Site. Teachers will also hear from subject-matter experts and guest speakers about the Japanese American World War II experience, including the Japanese American soldiers who served while many of their families were incarcerated behind barbed wire.

NHD Teacher Workshop

July 30, 2024
Idaho State Museum

July 31, 2024
Idaho State Museum and Idaho State Archives

This 2-day professional development will prepare 4th-12th grade educators to facilitate National History Day (NHD) in their classrooms and schools. It will also serve as an introduction to the resources available through the Idaho State Historical Society (ISHS) with behind-the-scenes tours at the Idaho State Archives and Idaho State Museum.  

The workshop will train teachers in primary source research, implementation, expectations of the NHD program, and classroom strategies for most effective pedagogy.  This workshop will include presentations and breakout sessions held by ISHS staff members and external subject matter experts from the NHD National Office and Idaho schools. Content covered in the workshop and breakout sessions will include in-depth overview of creating an NHD project, category specific instructions, and implementing the program into the classroom. More widely applicable educational techniques will also be explored including teaching the research and argumentation process, effective use of primary sources, and project management. Teachers will leave ready to start the 2024-2025 contest season! 

National History Day (NHD) in Idaho is a year-long student-led academic program focused on historical research, interpretation, and creative expression for 4th-12th grade students across Idaho. By participating in NHD, students become writers, filmmakers, web designers, playwrights and artists as they create unique contemporary expressions of history. The experience culminates in a series of competitions at the local and state levels and an annual national contest in June. 

Primary Source Collections

Check out our curated Primary Source Collections to support student research and classroom teaching. To suggest topics for future collections, contact our Education Team.

Teachers should preview all materials for appropriateness and suitability in their classroom.

American Indian Boarding Schools

American Indian Boarding Schools were established to force American Indians to assimilate with the “American way of life” in culture, language, and religion. In doing so, these boarding schools intentionally repressed the tribes’ culture, language, and religion.

How were American Indian children impacted by the boarding schools? 

  • Why were American Indian children forbidden to speak their native languages at the boarding schools? 
  • Why did the missionaries believe that American Indian children should attend the boarding schools? 
  • How was communication the key to understanding for the missionaries and the Native American children? 
Indian Agent Letter 

This letter from 1877 reports the death of a Christian Native American to the Office of Indian Affairs. 

Rev. D. F. McFarland 

This series of letters from 1875 urges the Native American Boarding School in Lapwai, Idaho, to require English be the spoken language by Native Americans both in and out of the boarding school classroom. 

The Indian Helper, Vol. 3 No. 6 

This journal from 1887 contains the first part of an article titled “Home Difficulties of a Young Indian Girl, which outlines the lived experiences of a Native American Boarding School student. Remember, this source is published from the perspective of missionaries running the boarding school. 

The Indian Helper, Vol. 3 No. 8 

This journal from 1887 contains the second part of the “Home Difficulties of a Young Indian Girl” article. 

The Indian Helper, Vol. 3 No. 12 

This journal from 1887 contains the third and final part of the “Home Difficulties of a Young Indian Girl” article. 

Indian School Journal 

This journal from 1918 contains an article titled “The Nez Perces as Christians and Patriots.” It provides information about missionary teachers Kate McBeth, Sue McBeth, and Mazie Crawford, and their work on a Native American Boarding School in Idaho. 

The New Indian — Seeking for Souls, Not Scalps 

This document from 1927 contains reasoning and justification for the existence of Native American Boarding Schools. Remember, this source is published from the perspective of missionaries running the boarding school. 

Our Forest Children 

This journal from 1889 contains an article titled “Indian Education.” It mentions the outing system, where Native American children are removed from their families and placed to live with white families instead. 

The Trial of the Century: Murder of Governor Frank Steunenberg

Former Idaho Governor Frank Steunenberg was assassinated in December 1905. His killer, Harry Orchard, was connected to the Western Federation of Miners. They were seeking revenge because in 1899 Gov. Steunenberg called federal troops to keep the peace in response to a miner’s strike for higher pay and better working conditions in Coeur d’Alene. The “Trial of the Century” became a nationwide media circus. 

  • What are some of the reasons why people wanted Gov. Steunenberg to be killed? 
  • What consequences did William Borah face for his involvement in the trial of Harry Orchard? 
  • What evidence was used in the trial to prove Harry Orchard’s guilt? 
  • How was communication the key to understanding in this trial? 

Pinkerton’s Report 

The Pinkerton National Detective Agency was a private firm hired by the State of Idaho to investigate the murder of Governor Frank Steunenberg. 

Letter to Borah 

William Borah was a U.S. Senator and lawyer from Boise, Idaho. He served as a Special Prosecutor during the Trial of the Century. This is a letter from a Pinkerton agent to Borah. 

Q & A of Harry Orchard 

Harry Orchard was a professional assassin who murdered Governor Frank Steunenberg. This document is a transcript of Orchard’s interrogation after he was arrested by local police authorities. 

“In Memory of Ex-Governor Frank Steunenberg” Poem 

This poem written by James Hart remembers the life of Governor Frank Steunenberg, what ideals he stood up for, and why he was murdered. 

Letter from Shoup to Steunenberg 

This 1899 letter from Senator George Shoup to Governor Frank Steunenberg reveals the marshal law Steunenberg requested in response to labor disputes in northern Idaho. 

Cribbage Board, Idaho State Museum, 1977 007 0000

Cribbage board made by Harry Orchard at the Idaho State Penitentiary. Given to assistant warden Cureton B. Moreton circa 1915.

Clock, Idaho State Museum, 1977 114 0000

Clock given to Richard Weil by Harry Orchard. Reportedly used for an earlier assassination attempt against Gov. Steunenberg.
See this article for more information: The Idaho Sunday Statesman November 9 1958 P11

Packing Crate, Idaho State Museum, 1978 071 0001

Packing crate used to store some of the court exhibits relating to the Haywood, Pettibone and Moyer trial. Dates to about 1907. The hinges, hasp, and padlock were added to the crate by the Ada County District Court to ensure exhibits were secure.

World War II P.O.W. Camps in Idaho

A prisoner of war (P.O.W.) can either be a soldier or a civilian who has been captured by enemy forces. During World War II, Germans were held as P.O.W.s in camps all across the United States. One of these camps, Camp Rupert, was located in Idaho. The spiritual obligations of these camps were maintained by a chaplain, or a religious mentor appointed by the military.  The chaplain at Camp Rupert was named Reverend William Werner, himself a German American. After the war, Werner remained in close contact with many of the P.O.W.s he advised. 

  • What was life like for German Camp Rupert? 
  • Why did Rev. Werner keep in contact with former P.O.W.s? 
  • How is communication key to understanding the experiences of German P.O.Ws? 

Sherman W. Arends to Rev. William Werner Letter 

This is a letter from one chaplain to another, requesting the loan of a sermon book to deliver church services in German. 

Keith F. DuBois to Rev. William Werner Letter 

This letter requests specific information about a former German P.O.W. and their captivity in Idaho. 

O.J. Mager to Keith F. DuBois Letter 

This is a response to DuBois’ previous letter. 

Ariel H. Achtermann to Rev. William Werner Letter 

This letter mentions a former P.O.W. German woman and her child seeking an American sponsor for their legal immigration to the United States. 

Horst Grafer to Mr. and Mrs. William Werner Letter 

This letter expresses gratitude to Rev. Werner and his wife for shipping a German family muchneeded support packages during the post-war period. 

Fahrenholz to Rev. William Werner Letter 

CONTENT ADVISORYContains references to sexual violence on pages 5 and 7, and usage of profanity on page 6. 

This letter is an update to Rev. Werner from a former P.O.W. in West Germany. It describes his return journey to Europe and the harsh conditions his family faced. 

Emma Edwards Green & the Great Seal of Idaho

Emma Edwards Green designed the Great Seal of Idaho in 1891 in her early thirties. She is the only woman known to have designed a state seal of the United States. Green was also an author.

  • What symbolism did Emma Edwards Green use in her artwork? 
  • How was communication key for artists like Emma Edwards Green? 

Statement of Emma Edwards Green 

In Green’s own words, this statement reveals the original inspiration behind the Great Seal’s depiction. It also discloses Green’s interaction with the State of Idaho during and after the creation of the Great Seal. 

“Beginning of Art Education” by Emma Edwards Green 

This brief memoir recalls Green’s early childhood introduction to art, as well as her general thoughts on art. 

The Design of the State Seal by Emma Edwards Green 

This document mentions specifications that the Idaho State Legislature requested for the original design of the Great Seal. 

“At the Legislature” by Emma Edwards Green 

This document describes how it was common practice for young women to attend the Idaho State Legislature sessions as spectators. 

“Success” by Emma Edwards Green 

This document attributes Green’s love of art to her mother, who was formally trained in art and music by a French school in New Orleans, Louisiana. 

Ariel L. Crowley to Idaho State Board of Education Letter 

This letter describes the history of changes to the Idaho State flag and its emblem: the Great Seal of the State of Idaho, designed by Mrs. Emma Edwards Green. 

Barzilla W. Clark to Emma Edwards Green Letter 

This letter recognizes the artistic and cultural contributions from Emma Edwards Green to the State of Idaho. 

Women's Suffrage in Idaho

Suffrage is the right to vote in political elections. For a long time, women did not have the right to vote in elections in the United States. In 1896, Idaho became the fourth state in the nation to grant women’s suffrage. More than twenty years later, in 1920, the U.S. granted nationwide women’s suffrage through passage of the Nineteenth Amendment. 

  • Why did Idaho grant women’s suffrage so long before the rest of the United States? 
  • To what extent did the Idaho women’s suffrage movement affect the national women’s suffrage movement? 
  • Why did some people oppose women’s suffrage? 
  • How was communication the key to understanding the fight for women’s suffrage in Idaho? 

Minutes of the Equal Suffrage Association of Idaho 

These handwritten notes are from the first meeting of the Equal Suffrage Association of Idaho, on November 20, 1895. 

Congratulatory Letter Regarding Suffrage 

This is a letter from the Women’s Equal Suffrage Club in Montana congratulating the women of Idaho for finally obtaining suffrage through a state constitutional amendment in 1897. 

Congress Joint Resolution 3760 

This is the original text of the nineteenth amendment to the United States Constitution, which granted women across the nation the right to vote in 1920. 

Proclamation by Gov. Davis 

This is a proclamation by Idaho’s Governor Davis establishing a special session of the Idaho State Legislature to ratify the nationwide women’s suffrage amendment. 

Statement by Gov. Davis 

This public statement by Governor Davis celebrates Idaho’s existing history of women’s suffrage and outlines the necessity of the special session to ratify women’s suffrage nationwide. 

Gov. Davis to Idaho State Legislature 

This is an open letter related to women’s suffrage from Governor Davis to the Idaho State Legislature before their special session began in 1920. 

House Joint Resolution 1 

This is the national women’s suffrage bill that passed the Idaho House of Representatives and the Idaho Senate, and was signed into law by Governor Davis on February 17, 1920. 

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