To view detailed course information, please click "Read More & View Course Schedule."
Records and Resources
Course 1: Behind the Scenes at FamilySearch: Technology and Features
David E. Rencher, AG, CG, FUGA, FIGRS
FamilySearch has a 128-year history as an organization. It has grown exponentially over time and kept current with a fast-moving, continuously changing landscape. To capture the essence of every life in the context of recorded history, FamilySearch employs all of the technology available and strives to keep pace with opportunities worldwide. At FamilySearch, it’s all about the individual and the experience you will have either in person or online. This course is designed to illustrate the array of different opportunities to use the resources of FamilySearch and to understand the foundations of each experience. Come explore the many features and products that FamilySearch has to offer.
The course will share in-depth insights on FamilySearch features:
Family History Library
FamilySearch Catalog
Computer aided indexing
Connecting the Community
FamilySearch Research Wiki
FamilySearch Images
FamilySearch Family Tree
FamilySearch Personal and Society Trees
FamilySearch Digital Book Library
FamilySearch Partners
FamilySearch Search Functions – Tips & Tricks
FamilySearch Memories
FamilySearch Online Collections
Handwriting-Recognition Technology
Family Tree Mobile App
FamilySearch Centers and Help Resources
Community Outreach and Projects
RootsTech Experience
Course Schedule
Times
Class Title
Instructor
Monday
8:00–8:30 am
Course Overview
Description and objectives of the course, brief introductions, and short Q&A.
Rencher
8:30–9:45 am
FamilySearch Overview
Learn the breadth and depth of the programs and features of the FamilySearch organization and website. The genealogical landscape has changed dramatically in the last decade – learn what FamilySearch has done to adapt.
Rencher
10:15–11:30 am
Family History Library: Premier Destination for Genealogists
Since the COVID pandemic a lot has changed at the Family History Library. In addition to all the physical changes, this class will explore the exciting changes that have expanded the library’s global reach.
Turner
1:00–2:15 pm
The FamilySearch Catalog: A World of Records at your Fingertips
The FamilySearch Catalog is the key to unlocking a world of records for your ancestors. Are you finding all the potential sources you could be searching? Learn techniques and tips that will ensure you leave no stone unturned among the vast collections of FamilySearch.
Gurtler
2:45–4:00 pm
FamilySearch’s Computer Aided Indexing and Get Involved Initiatives
Artificial Intelligence is a game changer in genealogy and how records are indexed. Come learn more about how FamilySearch is using AI to get indexed records to users faster than ever.
Turner
Tuesday
8:30–9:45 am
Connecting the Community through FamilySearch
FamilySearch is all about connecting people through a variety of products and services. Learn specific ways that FamilySearch is building a community of people to work together.
Rencher
10:15–11:30 am
Using the Research Wiki in Your Genealogical Research
This class will walk through multiple real-life genealogy research problems from around the world and will show how the FamilySearch Research Wiki can help provide solutions.
Batson
1:00–2:15 pm
FamilySearch Research Wiki: Navigating and Contributing
The focus of this class is navigating the Wiki and showing the most helpful articles for research. It also includes how to contribute to the Wiki to share genealogical knowledge with the community.
Batson
2:45–4:00 pm
Finding Records through FamilySearch Images
FamilySearch’s Image feature grants access to our entire digital image collection. Learn what makes Images unique and how to use it to maximize your online research.
Vasylyev
Wednesday
8:30–9:45 am
A Genealogically Correct FamilySearch Family Tree
Avoid “source elitism.” Help FamilySearch make Family Tree reflect the world’s family tree. Learn how to add sources, citations, proof summaries, and proof arguments.
Raymond
10:15–11:30 am
FamilySearch Personal and Society Trees
The wiki-like community creation of the FamilySearch Family Tree has produced one of the largest fastest growing best sourced online genealogical trees available. However, there are some researchers in the genealogical community who require greater control over who they collaborate with and who can edit their research output. This session will walk through the details of the upcoming Personal and Society Trees offering, what it’s intended business objectives are, who should use it, and how it works.
Kehrer
1:00–2:15 pm
FamilySearch Digital Book Library: Greater Access for a Global Community
With a growing collection of books being published almost daily, and with an ever-growing list of partners, the FamilySearch Digital Book Library is a valuable resource for genealogical research.
Atwell
2:45–4:00 pm
FamilySearch Future and Vision with Partners
FamilySearch is focusing on creating a successful consortium of partners in the genealogical community to benefit all researchers. Learn what FamilySearch is doing to connect researchers with the data they need.
Rencher
Thursday
8:30–9:45 am
FamilySearch Search Functions – Tips and Tricks
Learn hints and techniques used by advanced users of FamilySearch. Learn how the search engine works on the inside.
Raymond
10:15–11:30 am
Tapping into FamilySearch Memories: Research Gems you Might be Missing
FamilySearch Memories has long been a valuable resource for gathering photos documents and stories, but it is more than just a storage container for your research. This class will teach you how to upload, categorize, and tag your memories to leverage their use in connecting with family. It will also teach you how to search memories and discover more about your family through their known associates, relatives, and friends.
Larson
1:00–2:15 pm
FamilySearch Online Collection Growth and Overview
Since FamilySearch began publishing records online, that collection has grown in depth and breadth. Learn how FamilySearch plans to continue expanding its record offerings, allowing more people to find their ancestors.
Peterson
2:45– 4:00 pm
Man and Machine Learning: Bridging the Gap Between Volunteers and Handwriting-Recognition Technology in Historical Records
FamilySearch uses and Handwriting-Recognition Technology to create machine-searchable text from digitized historical images. However, quality of the data often lower than desired. FamilySearch can use this data to create personalized volunteer experiences that help them discover their ancestors and improve the quality. This will include case studies from the Hungarian Civil Records, Spanish Church Records, and the 1950 US Census.
Alexander
Friday
8:30–9:45 am
Using the FamilySearch Family Tree Mobile App
Collect, upload, and share your family stories, memories, photos, and recordings right to your family tree. Continual advancements are being made to provide nearly every function available on your desktop, now in the palm of your hand.
Baird
10:15–11:30 am
Getting the Most of FamilySearch Centers and Help Resources
FamilySearch Centers are worldwide branches of the Family History Library. Their purpose is to provide one-on-one research assistance, group activities, access to genealogical records, and resources to preserve records.
Joseph, Grow
1:00–2:15 pm
Inspire Your Community Through Family History
At its core, FamilySearch seeks to create inspiring experiences that help people find joy in connecting and discovering more about their families. FamilySearch Community Outreach efforts take this ideal into local communities, bringing together groups of people who develop family history experiences that inspire people in all walks of life. Volunteers cultivate a service-first mindset, which helps them connect with leaders of many different types of organizations, and together they develop experiences that serve entire communities.
Vasquez
2:45–4:00 pm
How to Make the Most of Your RootsTech Experience
RootsTech has evolved from a three-day event, full of genealogical learning, to a global, year-round platform of content and experiences to help you advance and share your family history expertise. In this session you will learn more about the wide array of content available every day on RootsTech.org in more than forty languages; get more deeply acquainted with experiences exclusive to the live event and insider information to help you prepare for RootsTech 2023.
Matheus
Course 2: Bridging the Gap: New England to the Midwest, 1780–1850
D. Joshua Taylor, MA, MLS, FUGA
Tracing families as they “moved west” can be a daunting task. As our ancestors explored the wilderness in front of them, fewer detailed records were created, leaving large gaps in the resources needed to reconstruct a complete family record. Further, rapid economic, social, and territorial expansions throughout the Federal period caused massive waves of migration and other movements of our ancestors. The development of the Northwest Territory, New York’s land companies, the Louisiana Purchase, the Second Great Awakening, and the War of 1812 are just a few of the dynamic events that shaped the lives of our ancestors from 1780 to 1850.
Bridging the Gap focuses on strategies and records for tracing families from New England to the Midwest between 1780 and 1850, grounded in the historical context of this vibrant period in American history. Specific topics will explore key New England and Midwestern sources, migration patterns, manuscript materials, historical overviews, military records, land and property acquisition, and a series of case studies, which document various techniques to trace Midwestern families to their New England roots. Specific focus is placed upon tracing families who passed through New York, Pennsylvania, and Ohio (though other states are also included in the various course activities and sessions).
Students should come prepared with at least one family who traveled from New England or New York to the Midwest before 1850 to incorporate into class discussions and homework assignments.
Tuition
Regular Price: $545.00
UGA Member Price: $495.00
[Read More & View Course Schedule]
Level of Instruction
Intermediate
Course Schedule
Times
Class Title
Instructor
Monday
8:30–9:45 am
Historical Overview, 1780–1850
Taylor
10:15–11:30 am
Effective Use of New England's Essential Resources
Taylor
1:00–2:15 pm
Establishing the Fundamentals: Tax Records, Local Histories, State Censuses, and More
Taylor
2:45–4:00 pm
Utilizing 19th and 20th Century Compiled Genealogies
Taylor
4:00–4:30 pm
Optional Homework Assignment: Finding Our Common Gaps
Taylor
Tuesday
8:00–8:30 am
Optional Homework Discussion: Finding Our Common Gaps
Taylor
8:30–9:45 am
Pathways from New England to New York (and Beyond)
Taylor
10:15–11:30 am
Migrating through the Midwest, 1780–1850
Taylor
1:00–2:15 pm
The Erie Canal and the Opening of the Midwest
Lyttle
2:45–4:00 pm
Before Roads and Rails: Waterways to the Midwest
Lyttle
Wednesday
8:00–8:30 am
Optional Homework Discussion: Finding Our Common Gaps
Taylor
8:30–9:45 am
New York Land: Beyond the Deeds
Taylor
10:15–11:30 am
Land Entry Papers and Records of the General Land Office
Sayre
1:00–2:15 pm
Bounty Land Applications: Federal Land Records at the National Archives
Sayre
2:45–4:00 pm
Understanding Ohio and Pennsylvania Land Records
Taylor
Thursday
8:00–8:30 am
Optional Homework Discussion: Finding Our Common Gaps
Taylor
8:30–9:45 am
Mothers, Daughters, Wives: Tracing Female Lives
Russell
10:15–11:30 am
Religious Revivals and their Records, 1780 to 1850
Taylor
1:00–2:15 pm
From the Common to the Uncommon: Migrating the Law
Russell
2:45– 4:00 pm
The Serial Set, American State Papers, and the Territorial Papers
>Sayre
Friday
8:00–8:30 am
Optional Homework Discussion: Finding Our Common Gaps
Taylor
8:30–9:45 am
Resources of the DAR to Bridge the Gap
Taylor
10:15–11:30 am
The War of 1812: Records and Strategies
Taylor
1:00–2:15 pm
Three Generations, Seven Migrations: Following the Boones from Massachusetts to Illinois
Lyttle
2:45–4:00 pm
The Clark Family, Connecticut to Michigan (and everywhere in-between)
Taylor
Course 3: Advanced Techniques: Material Culture Research Techniques for Genealogy
Gena Philibert-Ortega, MA, MAR
Genealogy’s history is rooted in those wishing to trace their family back in time to ancestors whose accomplishments seemed more remarkable than their own. Over time, genealogical repositories have boasted books and periodicals and special, archival, and museum collections that attempt to capture more than just the dry vital record dates of ancestors. Eventually, genealogy became a pursuit for the “everyman” (and woman), learning more about a distant past one generation at a time. Today, an emphasis on “bringing ancestors to life” through stories means the genealogist must master genealogical methodology while also understanding how to research the non-genealogical to weave a story that will interest descendants.
Comprehensive genealogical research requires incorporating the records and methodologies from diverse fields, including history, social history, and material culture. Material Culture, the story and history of objects created and used by humans, enhances genealogical research and the resulting storytelling. Material Culture can help inform and strengthen research skills and ancestral stories. In addition, the study, research, and analysis of material culture encourage better and more complete research techniques.
A History of Genealogy in America
A look at genealogy from the 19th century to present-day and sources frequently used in genealogy.
Philibert-Ortega
10:15–11:30 am
Towards a Genealogical Definition of Social History
How is social history not genealogy? Definitions, social history examples, and resources.
Taylor
1:00–2:15 pm
Historical Research Method
Identify a research question, conduct a background literature review, refine the research idea and questions, identify and locate sources, evaluate the authenticity and accuracy of source materials, and analyze the date and develop a narrative exposition of the findings. (https://ecu.au.libguides.com/historical-research-method)
Philibert-Ortega
2:45–4:00 pm
Academic Resources for Research
Databases, theses/dissertations, and special collections.
Philibert-Ortega
Tuesday
8:30–9:45 am
Material Culture: An Introduction
Definition of material culture, examples, and sources.
Philibert-Ortega
10:15–11:30 am
Resources for Material Culture
Libraries (emphasis on academic and specialty libraries), museums, and archives.
Philibert-Ortega
1:00–2:15 pm
Transferable Resources and Heirlooms: Object-Based Learning, Museum Educational Pedagogy, and the Family Historian
Museums are no longer just repositories of artifacts and authority, but a place that uses objects as a tool for learners to explore the world around them and their own relationship to it. Creating a space for real discovery, connections, and conversations for learners of all ages around certain objects requires museum educators to think creatively, create active learning environments using collections items as symbols, and design a space for observation and drawing conclusions, all while promoting a desire to learn more and have fun. Learn more about these methods and their transferrable and transformative use as storytelling tools for local and personal history.
Peightel
2:45–4:00 pm
Transferable Resources and Heirlooms in Practice: Material Culture in Family Histories and Family Stories in Contemporary Culture
Dive into examples for how to use museum educational pedagogy as a transformative storytelling tool for your story. Discover objects from local and major museum collections that better inform about the experiences of the past, ideas to explore these with active learning, and ideas to creatively share stories within today's culture and trends.
Peightel
Wednesday
8:30–9:45 am
Grandma’s Apron, China, and Silver: Understanding the Kitchen
Philibert-Ortega
10:15–11:30 am
Anatomy of a House: What can we Learn from the Sears Catalog?
Philibert-Ortega
1:00–2:15 pm
Using Photo Research Methods to do More In-depth Research
Eltzroth
2:45–4:00 pm
Signature Tablecloths: An Evocative Heirloom and a Genealogical Treasure
In our genealogical research, we rely upon paper records and stone grave markers. A surprising set of records, created in cloth and thread, are tablecloths, embroidered with names numbering in the dozens or hundreds. Initially devised by society women to capture the elite people who graced their tables, these tablecloths soon caught the fancy of a broader swath of American women as a beautiful and useful way for communities to honor their members. Closely studying these objects reveals much about the people and families who made up these communities. Learn more about the genealogical value of these delightful heirlooms and see present-day examples to inspire you and your community to keep the tradition of embroidered records going.
Hepps
Thursday
8:30–9:45 am
House History Research: Non-traditional Sources
Genealogists are very familiar with the foundational records of house history research such census records, deeds, city directories and probate. Because of the physical structure of a house additional resources become available, some connected to people and some not. We will investigate these more obscure resources to take an advanced dive into house history research.
Pierre-Louis
10:15–11:30 am
House History Research: Architectural History
In addition to the stories told by the residents of a house, the house itself will reveal secrets. We can learn much more from analyzing the architectural history of the house. This presentation will focus on how to research and learn about the structure of a house and outbuildings and what that can reveal about its history.
Pierre-Louis
1:00–2:15 pm
The Story of a 20th Century Family’s Life in 10 Objects
Philibert-Ortega
2:45– 4:00 pm
Material Culture and Death
Philibert-Ortega
Friday
8:30–9:45 am
Mini Case Study Examples
Case studies researching a painting, a book, a quilt, and a cigar factory.
Philibert-Ortega
10:15–11:30 am
Biblio: 20 Books You Must Read to Understand Material Culture
Philibert-Ortega
1:00–2:15 pm
Student presentations
2:45–4:00 pm
Student presentations
Course 4: Metes & Bounds Land Platting
Gerald H. "Jerry" Smith, CG
This course develops land platting skills and the ability to use land plats to solve genealogical problems. Topics include motivation, reading/abstracting metes & bounds legal land descriptions, hand drawing plats, computer platting, platting over base maps (including USGS), resolving common plat problems (meanders, multiple meanders, imprecise boundary descriptions), constructing connected tract maps, and geo-locating base maps and plats. Related topics include land tenure, map resources, historical surveying equipment and practices, on-line resources, and using GoogleEarth. Much of the course is practicum-based using DeedMapper software. Students will spend a significant amount of the course working practicum problems that derive from real-world research.
The portfolio of practicum problems allow students to select exercises that stress specific skills, align with their own research, and cover different geographic locales. Practicum problems include dealing with errors in textual boundary descriptions (such as scrivener’s errors; reciprocal bearings), scale, using on-line records & resources, platting over a USGS base map, finding and using other base maps (such as historic land ownership maps), neighborhood construction, dealing with imprecise land descriptions, leveraging on-line GIS systems, urban plats, and other topics. Course materials include solutions for all practicum problems so that students leave with instructional materials for all practicums, not just those that they chose to work on during the week. Students are encouraged to bring their own platting research problems; there will be opportunity for consultation with faculty on individual research.
Exposure to legal land descriptions (metes & bounds, not Public Land Survey System) in land documents such as deeds, patents, surveys, etc. The ability to decipher and understand these descriptions is not necessary; the course will include instruction on that topic.
Familiarity with their laptop computing environment. Students must know how to read files from a flash drive; create folders; save files to folders.
Awareness of USGS maps. SLIG/IGHR/GRIP courses in land or map research often present this topic. This course will include a refresher dealing with the aspects relevant to platting. USGS maps will be used as base maps for plats.
A desire to learn by doing in a practicum environment where students work to solve a variety of problems under the tutelage of experts. Over half of the course time will be practicum work. There is an opportunity for students to consult with faculty on their own platting problems as part of the practicum approach.
Computing/Technology Prerequisites
Students are required to arrive with DeedMapper version 4.2 installed on a laptop that they will use during the course. No previous experience with the software is necessary; the course is designed to develop basic DeedMapper skills as well as cover advanced DeedMaper topics (software customization, time lines, geolocating, exporting results). Students spend a significant amount of this course using DeedMapper to work practicum problems. Arriving with the software installed on your laptop is essential!
DeedMapper can be obtained from www.directlinesoftware.com for approximately $100. We hope to make a discount available for SLIG students (contact course coordinator for status). Deedmapper is Windows software, however Apple users can run it using Parallels® on Apple products. This is acceptable for the course, but the setup and configuration in an Apple environment is the student’s responsibility.
Students must have Google Earth Pro installed on their laptop.
For hand platting, students must have a land plat compass and ruler with both a millimeter scale and a scale with inches divided into tenths. These materials may be obtained from the coordinator prior to the course. Some students may already have them from other land courses.
Course Schedule
Times
Class Title
Instructor
Monday
8:30–9:45 am
Land Plats Solve Genealogical Problems: Introduction & Motivational Case Studies, Some Review
This session shows several ways that land plats solve genealogical problems in several different ways. It will also review & refresh USGS map concepts that will be used during the week.
Smith, Powell
10:15–11:30 am
Colonial Land Disposition & Tenure in the United States
Often platting research derives from, or is related to, the first conveyances from a proprietor or governing authority to the first private owner. This session presents the various methods that conveyed land to these first private owners.
Sayre
1:00–2:15 pm
Metes & Bounds Nomenclature: Hand-Drawn Plats
This session explains the terminology of land platting: angles, distance, area, scale, etc. Students abstract the metes & bounds from a historical record. Session includes workshop where students draw plats by hand to ensure an understanding of the concepts. Exercises progress in difficulty and introduce the impact of rough terrain and meanders. Session also discusses scale and provides scaling factor for hand plats on a USGS map.
Smith, Powell, Cruice
2:45–4:00 pm
LAB: DeedMapper (Forms Entry, Platting). Single Meander, Reverse Bearings
Introduction to DeedMapper web site resources and DeedMapper software. Basic DeedMapper instruction. Plat single tracts using forms entry and text entry. Deal with a single meander in a plat. Learn to spot and correct for reverse bearings.
Smith, Powell, Cruice
4:00–4:30 pm
Homework Assignment
Finding and correcting errors in legal boundary descriptions.
Smith
Tuesday
8:00–8:30 am
Optional Homework Consultations
Smith, Powell, Cruice
8:30–9:45 am
Historic Surveying
The role of the surveyor impacts legal boundary descriptions. Survey equipment impacts accuracy and the analysis and interpretation of period land documents. This session explores the historical surveying concepts that impact land plat research.
Smith
10:15–11:30 am
Advanced Platting Topics I
Magnetic declination. Workarounds for missing or incorrect calls. Multiple meanders. Timelines & customization in DeedMapper. Session reviews USGS resources, shows how to bring a USGS map into DeedMapper as a base map, reviews GNIS as a resource for determining the correct USGS map. Resources for downloading USGS maps. Lab session then progresses to finding and correcting.
Smith, Powell, Cruice
1:00–2:15 pm
Advanced Platting Topics II
Platting boundary descriptions that use Compass rose bearings. Determining the scale for an arbitrary image. Dealing with PDF map images. Georeferencing a historical map. Introduction to practicum materials. Work through sample “mini-practicum.”
Smith, Powell, Cruice
2:45–4:00 pm
Geographic Information Systems (GIS)
Modern GIS systems, particularly county tax parcel websites, often embody historical land boundaries and are windows to the past. Historical GIS websites can present overlays of maps, parcels, and other land data, often from different time periods. This session discusses finding and using the modern GIS system. Includes lab time to explore and use GIS systems.
Cruice
4:00–4:30 pm
Homework assignment and Optional Practicum Consultations
Smith
Wednesday
8:00–8:30 am
Optional Practicum Consultations
Smith, Powell, Cruice
8:30–9:45 am
Land Survey Types and Ownership Maps
Land ownership maps are often a key resource for land plat research. A land ownership map can serve as a base map for plats. This session discusses land survey types, land ownership maps, and finding land ownership maps.
Sayre
10:15–11:30 am
LAB: Practicum Time
Smith, Powell, Cruice
1:00–2:15 pm
Finding Online Resources
Finding plats that other researchers have already developed, especially connected tract maps of the first settlers in an area can be valuable in your research. This session explores how to find land platting resources online.
Powell
2:45–4:00 pm
Overlaying Tracts on Maps; Practicum Time
Once you have the map of your research area, you need to accurately overlay single plats and build neighborhoods. This session provides resources and techniques for accurately overlaying plats on modern and historical maps.
Powell
4:00–4:30 pm
Optional Practicum Consultations
Smith
Thursday
8:00–8:30 am
Optional Practicum Consultations
Smith
8:30–9:45 am
LAB: Practicum Time
Work on practicum exercises.
Smith, Powell, Cruice
10:15–11:30 am
Using DeedMapper GPS Features; Practicum Time
Cruice
1:00–2:15 pm
LAB: Practicum Time
Work on practicum exercises.
Smith, Powell, Cruice
2:45–4:00 pm
LAB: Practicum Time
Work on practicum exercises.
Smith, Powell, Cruice
4:00–4:30 pm
Optional Practicum Consultations
Smith
Friday
8:00–8:30 am
Optional Practicum Consultations
Smith, Powell, Cruice
8:30–9:45 am
LAB: Practicum Time
Work on practicum exercises.
Smith, Powell, Cruice
10:15–11:30 am
LAB: Practicum Time
Work on practicum exercises.
Smith, Powell, Cruice
1:00–2:15 pm
GoogleEarth & Hand-Held Global Positioning System (GPS)
Researchers can make use of Google Earth software and GPS technology to further their land research. This session explores those technologies.
Sayre
2:45–4:00 pm
Practicum Solution Reviews, Closing Topics
Closing session reviews practicum solutions. Discussion also includes developing presentation and report graphics for your research. Comparison of DeedMapper with other popular platting software.
Smith
Course 5: Corpus Juris: Advanced Legal Concepts for Genealogy
Judy G. Russell, JD, CG, CGL
This course offers students an opportunity for a deeper understanding of the rich research resources of the law, including those generally available only at law libraries. Students will work with legal records and sources, gaining a better grasp of legal history and its implications for research as well as the skills to find and apply the law to solve genealogical problems. Individual sessions will focus on specific legal disciplines (criminal, civil, probate and the like) and students will have the opportunity to use resources often available only at major law libraries.
Completion of a basic course in genealogy and law—Family History Law Library (SLIG) or Law School for Genealogists (GRIP)—is recommended.
Course Schedule
Times
Class Title
Instructor
Monday
8:00–8:30 am
Optional Introduction/Overview
Russell
8:30–9:45 am
Introduction: An Overview of Legal Systems and the Records They Produce
Russell
10:15–11:30 am
Notarial Records in Civil Law Countries
Hansen
1:00–2:15 pm
Legal Research I: Understanding Statutes and Session Laws
Russell
2:45–4:00 pm
Legal Research II: Finding and Using Statutes and Session Laws
Russell
Tuesday
8:30–9:45 am
Legal Research III: Computerized Legal Research
Russell
10:15–11:30 am
Genealogical Implications of Slavery’s Legal History
Garrett-Nelson
1:00–2:15 pm
Prestatehood Legal Research-Tools and Strategies
Sayre
2:45–4:00 pm
Assembling and Correlating Prestatehood Legal Materials: A Case Study
Sayre
Wednesday
8:30–9:45 am
Legal Research IV: Appeals Courts and their Records
Russell
10:15–11:30 am
Legal Research V: Digests and Reporters
Russell
1:00–2:15 pm
Law Library I: Virtual Introduction to Law Library Resources
Russell, Garrett-Nelson
2:45–4:00 pm
Law Library II: Hands On Exercises with Virtual Law Library Resources
Russell, Garrett-Nelson
Thursday
8:30–9:45 am
When the Church Says Yes (or NO!): Church Law for Genealogists
Mc Donald
10:15–11:30 am
Family Law Records: In-Depth Review of the Scope of Family Records
Russell
1:00–2:15 pm
Probate Records: Hands On
Jones
2:45– 4:00 pm
An Act for the Relief: Finding and Using Private Laws
Russell
Friday
8:30–9:45 am
Homework Review
Russell
10:15–11:30 am
In the Poor House: Legal Records of Debt
Russell
1:00–2:15 pm
Becoming American: A Deeper Look at Immigration and Naturalization Records and Their Laws
Garrett-Nelson
2:45–4:00 pm
Criminal Records: From Prosecution to Parole
Russell
International Research
Course 6: Advanced Research Techniques for German Genealogy
Michael D. Lacopo, DVM
German immigrants have long been a part of the immigrant story of America beginning with the thirteen families that settled Germantown, Pennsylvania, in 1683, and continuing with the five million German speakers that flooded our shores in the century before World War I. Most Americans can claim German ancestry but are hesitant to make that leap across the Atlantic. Learn from several knowledgeable speakers on both sides of the ocean how to navigate German genealogy. From history and geography to record groups and archives, you will leave this course abundantly equipped to break down your German genealogical brick walls. Fluency in German is not necessary to take this course.
[Stay Tuned for More Information & Course Schedule]
Regional & Ethnic Resources
Course 7: Capitol Kin: Researching Ancestors Who Lived in Washington, D.C.
Rebecca Whitman Koford, CG, CGL
From the Revolutionary period and into the 1900s, this course offers an in-depth look at researching ancestors who lived in the District of Columbia. This is not a tour of D.C. repositories—these presentations are designed to assist researchers to navigate the sometimes convoluted system of records available for finding residents of the District. We will utilize intermediate and advanced methodologies as well as underused sources, including those at the National Archives about the city. Sessions will provide a deeper historical and social context for residents, including ones focused on African American resources.
The District of Columbia is small, but dense with immigrants and migrants. A planned community, D.C. has its own pre-history that must be understood in order to recover early records created by Maryland and Virginia. It is an independent city, but some of its records are found on the federal level.
Students will learn the differences and overlaps between these communities and how to understand and obtain records for research in the first state and the nation’s capital.
Each day is balanced (as much as possible) with related and complimentary topics to allow best daily interpretation of the materials for students.
Evening assignments reflect the day’s topics to enhance understanding and allow hands-on practice with some of the day’s learning. Homework review discussions for each are designed to deepen insights.
When possible, students will have interactive learning in class through workshops.
Required Texts
African American Heritage Trail, Washington D.C.
This guidebook, illustrated with maps and photographs, is organized into fifteen neighborhood walking tours, and covers 98 sites. Download for free.
Pippenger, Wesley E. District of Columbia Ancestors: A Guide to Records of the District of Columbia. Westminster, MD: Heritage Books, 2008.
Provine, Dorothy S. Preliminary Inventory of the Records of the Government of the District of Columbia. Record Group 351. Washington, D.C.: National Archives and Records Service, 1976. Viewable for free at FamilySearch.
Suggested Texts
The Black Washingtonians: The Anacostia Museum Illustrated Chronology. Hoboken: John Wiley & Sons, Inc., 2005.
Morton, Sunny Jane, and Henderson, Harold A. How to Find Your Family History in U.S. Church Records: A Genealogist’s Guide. Baltimore: Genealogical Publishing Company, 2019.
Neighbors, Joy. The Family Tree Cemetery Field Guide: How to Find, Record, and Preserve Your Ancestors’ Graves. Cincinnati: Family Tree Books, 2017
Course Schedule
Times
Class Title
Instructor
Monday
8:00–8:30 am
Class Introductions
Koford
8:30–9:45 am
Course Overview & Research Plan for Ancestors in D.C.
This presentation will welcome students to discuss the week ahead and introduce students to ideas for managing a project for the unique challenge of researching in the District. Organizational tools and methodology for planning research for student projects are the focus.
Koford
10:15–11:30 am
National Intelligencer: Newspapers in D.C. The National Intelligencer and Washington Advertiser is said to be the first newspaper published in the District of Columbia, beginning a history of print media which spawned over 400 newspapers in multiple languages founded in D.C. This lecture will discuss impact, specialty newspapers based on culture and language, and accessing newspapers for research.
Koford
1:00–2:15 pm
Governance & Demographics of the District
This class will provide a timeline of key events in the history of the District. The evolution of the system of governance will be discussed. We will also explore the demographics, ethnic groups, and neighborhoods of Washington, D. C.
Sayre
2:45–4:00 pm
D.C. City Archives, Libraries, Societies & Courthouse
A broad array of repositories are available within the confines of the historical District of Columbia. This session will introduce the City Archives, District Court, D.C. Public Library at Georgetown, Martin Luther King Memorial Library, D.C. History Center, and other locations with manuscript and other collections about the city’s residents.
Koford
4:00–4:30 pm
Introduction to Evening Assignment: Research Plan
Koford
Tuesday
8:00–8:30 am
Homework Review
Koford
8:30–9:45 am
Congressional Committees on the District of Columbia, 1808–1946
As directed by Article 1 of the U.S. Constitution, there is no governor or executive for the District. From 1808–1816 it was governed by a House committee, then by a Senate committee until 1946. The day-to-day minutia of the needs of the District were decided by Acts of Congress: operating the police, purchasing fire engines, suffrage, budgets, etc. We will discuss the wealth of records created by Congress as they oversaw the District.
Koford
10:15–11:30 am
D.C. Records at NARA I & Reference Reports
This class will describe the records created by the government of the District. Selected federal records relating to the District will be part of the discussion. Useful reference reports created by the National Archives pertaining to the District of Columbia will be provided and explored.
Sayre
1:00–2:15 pm
Birth, Marriage & Death in the District of Columbia
In short, vital records for the District of Columbia are all over the place—but there’s more! Success depends on what you’re looking for and when the event took place. Some original documents are at municipal buildings; others are at the National Archives. Some records are available online, but their access is restricted. Other records have been transcribed, compiled, and indexed. The research is daunting. This session presents sources and strategies that executed properly will yield satisfying results.
Anderson
2:45–4:00 pm
The Probate Record Scavenger Hunt in D.C
Probate consists of more than just wills. In the District, as in many jurisdictions, probate records are stored at various locations depending on their age. This class will discuss finding probate records from 1801 to present at either the D.C. Courthouse, D.C. City Archives, or the National Archives. Any accessible online records will also be identified.
Koford
4:00–4:30 pm
Introduction of Evening Assignment: BMD Records
Anderson
Wednesday
8:00–8:30 am
Homework Review
Anderson
8:30–9:45 am
Religiously Researching in the District
Many genealogists consider finding and using religious records challenging. While the sheer variety of religious expressions our ancestors might have embraced is daunting, the difficulties for the researcher are multiplied by discontinued and merged denominations and congregations. Students will learn strategies and sources to help them discover the religious records of ancestors who lived in the District of Columbia.
Ball-Kilbourne
10:15–11:30 am
Cemetery Research in the District
The District of Columbia hosts a variety of cemeteries of different types—community, private, ethnic, military, congregational, and others. Students will be taken beyond FindAGrave and BillionGraves to discover ways to find and use cemeteries and their records for genealogical research.
Ball-Kilbourne
1:00–2:15 pm
The Free, The Enslaved, and Their Descendants in the District of Columbia, 1790–1900
Black Washingtonians came from farms and plantations in the towns and villages of Maryland and Virginia. Their intersection with prevailing economic and legal pressures resulted in the development of a cosmopolitan city mocked and praised by visitors and residents. This session explores how the rich complexity of African American life in the District of Columbia evolved from its origins until the end of the 19th century. Attention will be given to selected topics—demographics, housing, education, occupations, religion—nd their relationship to documents and records of people of African descent in the Dictrict of Columbia.
Anderson
2:45–4:00 pm
Documenting Black lives in Washington, D.C., 1900–2000
This session presents an overview of a century of change in the nation’s capital and its neighborhoods. The law—and events including but not limited to Red Summer, the Depression, the GI Bill, and Home Rule—greatly affected Black Washingtonians of all backgrounds. This session includes an examination of social, civic, educational, and fraternal organizations and institutions. The agency of their membership is revealed when one brings a fresh eye and critical mind to the task.
Anderson
4:00–4:30 pm
Introduction of Evening Assignment: Church & Cemetery Records
Ball-Kilbourne
Thursday
8:00–8:30 am
Homework Review
Ball-Kilbourne
8:30–9:45 am
Court & Law in the District of Columbia
This class will describe the history of the courts in the district. We will also discuss the records of the courts and how they are accessed. Included will be the records of the U.S. Circuit Court of the District of Columbia, 1801–1863.
Sayre
10:15–11:30 am
Institutions of District of Columbia Residents
The role of the Secretary of the Interior was important in the District, as he was responsible to submit annual reports to Congress on selected institutions as designated by the Congress. We will describe the records of institutions such as the Colombia Hospital for Women, St Elizabeth’s Hospital, and several others.
Sayre
1:00–2:15 pm
War of 1812 & the District
Soldiers who were recruited for military service (those who called the District their home) during the War of 1812 numbered fewer than 5,000 participants, including infantry, cavalry, and artillery troops. This session discusses their service records, pension, bounty land, and other pertinent records proving service. Discussion will also address regular army personnel stationed in the District and include the role of African Americans in the District on the military for this pivotal conflict.
Strauss
2:45–4:00 pm
Civil War: Crisis in the Capitol, 1861–1865
Soldiers who were recruited for military service (those who called the District their home) during the War of 1812 numbered fewer than 5,000 participants, including infantry, cavalry, and artillery troops. This session discusses their service records, pension, bounty land, and other pertinent records proving service. Discussion will also address regular army personnel stationed in the District and include the role of African Americans in the District on the military for this pivotal conflict.
Koford
4:00–4:30 pm
Introduction of Evening Assignment: Case Study
Koford
Friday
8:00–8:30 am
Homework Review
Koford
8:30–9:45 am
Lands that Created the District of Columbia
The District of Columbia was founded in 1790 by the Constitution of the United States and consisted of land taken from the states of Maryland and Virginia. This lecture will provide foundational information on how D.C.'s history and formation impact land research and discuss the methodology necessary to effectively conduct land research, including coverage of the repositories and sources.
Hoffman
10:15–11:30 am
L'Enfant's Planned Federal City: Locating Land in the District of Columbia
From L’Enfant’s grand plan of a new federal city to the canals and triangular avenues, Washington as a planned community has grown and shrunk and grown again over the decades. This class will speak to the numbering system, subdivisions, squares, lots, and address changes. We will discuss accessing records online and offline.
Koford
1:00–2:15 pm
L'Enfant's Planned Federal City: Mapping the District of Columbia
Part II of L’Enfant’s Planned Federal City will follow with the maps of the District. A wealth of information are found in these are at the Library of Congress online, online at the NARA catalog, and in other collections. We will look at early maps, military maps, historic preservation maps, and others useful for our research.
Koford
2:45–4:00 pm
Course Conclusion & Case Study: Finding Hope
This session will conclude with a case study of a D.C. resident, newspaper editor William H. Hope (1817–1872), rich man turned pauper, whose renaissance career spanned the Civil War and touched so much of the heart of the District. Through him and his associates, we will watch the social history of the city turn and twist.
Koford
Course 8: African American Genealogy Methods and Strategies
LaBrenda Garrett-Nelson, JD, LLM, CG, CGL, FASG
This course is designed to be a skillbuilding experience that will take researchers to the next level by focusing on both methodologies and strategies for meeting the Genealogical Proof Standard when researching families that survived slavery. In-class exercises and a focus on case studies will arm students with the conceptual tools needed to overcome the challenges of researching during the antebellum period.
Historical Background: Timeline of African Americans in the Continental United States
Garrett-Nelson
10:15–11:30 am
Slavery and the Law
Russell
1:00–2:15 pm
Case Study: Part I–Getting Back to 1870
Garrett-Nelson
2:45–4:00 pm
Case Study: Combining Primary and Derivative Sources to Identify the Last Enslaver with a Different Last Name
Burroughs
Tuesday
8:30–9:45 am
Analyzing Probate Records
Wilds
10:15–11:30 am
Case Study: Using Land Records
Abbott
1:00–2:15 pm
The Intersection of African American and Native American Genealogy
Garrett-Nelson
2:45–4:00 pm
Correlating Evidence: Using Estate Inventories and Other Documents to Identify Families and Relationships in the Slavery Period
Wilds
4:00–4:30 pm
Explanation of Homework
Wilds
Wednesday
8:00–8:30 am
Homework Review
Wilds
8:30–9:45 am
Case Study: Social Context Helps to Resolve a Modern Genealogical Problem
Garrett-Nelson
10:15–11:30 am
Manuscript Collections
Abbott
1:00–2:15 pm
Where Was That Plantation?
Burroughs
2:45–4:00 pm
Case Study: Correlating Indirect Evidence
Wilds
Thursday
8:30–9:45 am
Case Study: Using Cluster Research
Abbott
10:15–11:30 am
Slavery by Another Name: Researching Post-Emancipation Apprentices
Hait
1:00–2:15 pm
Resources and Strategies for West Indian Family Research
Warmsley
2:45– 4:00 pm
Lost in 1870
>Burroughs
Friday
8:30–9:45 am
Case Study: Part II–Incorporating DNA to Support a Proof Argument & In-class Exercise
Garrett-Nelson
10:15–11:30 am
Cartographic Resources for African American Research & In-class Exercise
Sayre
1:00–2:15 pm
Case Study: Free People of Color
Abbott
2:45–4:00 pm
Burning Questions Roundtable
Garrett-Nelson, Abbott, Wilds
Course 9: Virginia from the Colonial Period to the Civil War: Her Records, Her People, Her Laws
Barbara Vines Little, CG, FVGS, FNGS, FUGA
The course will focus on Virginia resources and the background information (law, social customs, geography, etc.) needed to properly interpret them. Substitutes for missing records, Virginia records in out-of-state repositories, and unique manuscript records in small, local repositories will be addressed. Emphasis will be placed on records available either online or through microfilm loan programs; however, researchers will also be introduced to records available only in manuscript form at either the local level or in larger research repositories.
Virginia Geography: Its Effect on Settlement and Migration
Vines Little
10:15–11:30 am
Legislature and the Law: Virginia’s Published Government Records
Vines Little
1:00–2:15 pm
Virginia’s Vital Records
Dunn
2:45–4:00 pm
Women, Children, Aliens and Servants: The Law in Early Virginia
Dunn
Tuesday
8:30–9:45 am
Probate: The Law
Vines Little
10:15–11:30 am
Probate: The Process and the Records It Created
Vines Little
1:00–2:15 pm
Lands from the Crown: Records of the Colonial Land Office
Dunn
2:45–4:00 pm
Records of the Northern Neck Proprietary
Dunn
4:00–4:30 pm
Homework: Inheritance Chart
Vines Little
Wednesday
8:00–8:30 am
Homework Review: Inheritance Chart
Vines Little
8:30–9:45 am
Deeds, Surveys, and Other Land Records
Dunn
10:15–11:30 am
Solving Problems with Tax Records
Dunn
1:00–2:15 pm
Tracking the Land: Virginia’s Land Tax Records
Vines Little
2:45–4:00 pm
The Colonial Militia Through the Civil War
Vines Little
Thursday
8:30–9:45 am
Settlement on the Western Waters
Vines Little
10:15–11:30 am
How Government Worked: The Virginia Court System Prior to 1850 and Its Records
Vines Little
1:00–2:15 pm
Getting the Most Out of Court Records: Order and Minute Books and Loose Papers
Dunn
2:45–4:00 pm
In Chancery: Using Court Papers to Add to and Enhance Your Pedigree
Dunn
Friday
8:30–9:45 am
Researching Early Virginians
Dunn
10:15–11:30 am
Reconstructing Relationships with Business Records
Dunn
1:00–2:15 pm
Virginia’s Manuscript Records: On Site, On Film, Online, and In Print, Part 1
Vines Little
2:45–4:00 pm
Virginia’s Manuscript Records: On Site, On Film, Online, and In Print, Part 2
Vines Little
DNA
Course 10: Introduction to Genetic Genealogy
Paul Woodbury, MEd, AG
In this hands-on course, students will master the basics of genetic genealogy research through hands-on application in a variety of investigative contexts. They will create testing plans incorporating such elements as which individuals to test, the types of tests to take and the companies to be used. They will also evaluate chances of success and needs for additional testing for a research objective given a set of test results, develop research plans given a set of DNA test results, and learn to abide by genetic genealogy ethics and standards. Participants will practice basic interpretation of Y-DNA, mitochondrial DNA, X-DNA and autosomal DNA evidence within the context of traditional document research and evaluation of Y-DNA and mtDNA.
Students will identify and evaluate likely relationships based on shared autosomal DNA and tree data, as well as explore possible sources of shared DNA for X-DNA matches. They will also interpret ethnicity reports for Y-DNA, mitochondrial DNA, and autosomal DNA test results and formulate estimates regarding ethnic origins of the first few generations of ancestry. Additional skills participants will gain will include performing modern research, creating “quick and dirty” trees in the pursuit of an objective, collaborating and corresponding with genetic cousins, correctly citing genetic genealogy sources, organizing research to enable discovery, evaluating which approaches and methodologies would be best to utilize in a given research case, and incorporating DNA evidence into genealogical proof arguments.
Students will receive written feedback on daily homework assignments, in-class lab assistance, and a 15-minute DNA consultation to review a DNA goal, related results, and outline a research plan. (Consultations will be conducted outside of regular classroom hours by appointment.)
Students should have experience in intermediate research in traditional genealogy and access to the test results of one autosomal DNA test.
Course Schedule
Times
Class Title
Instructor
Monday
8:30–9:45am
Introduction to Genetic Inheritance
Woodbury
10:15–11:30am
DNA Testing Plans
Woodbury
1:00–2:15pm
Autosomal to X, Y and Z — Overview of Common Methodologies
Woodbury
2:45–4:00pm
DNA Case Studies
Johnson
4:00–4:30pm
Optional Homework Assignment
Tolman
Tuesday
8:00–8:30am
Optional Homework Review
Tolman
8:30–9:45am
Y-DNA and mtDNA Analysis
Bush
10:15–11:30am
Ethnicity Analysis
Bush
1:00–2:15pm
Autosomal and X-DNA Analysis
Larkin
2:45–4:00pm
Organizing Your DNA Matches
Leeds
4:00–4:30pm
Optional Homework Assignment
Tolman
Wednesday
8:00–8:30am
Optional Homework Review
Tolman
8:30–9:45am
Company Tools Part I
Jorgensen
10:15–11:30am
Company Tools Part II
Jorgensen
1:00–2:15pm
Third Party Tools
Larkin
2:45–4:00pm
Hands On Practice
Jorgensen
4:00–4:30pm
Optional Homework Assignment
Tolman
Thursday
8:00– 8:30am
Optional Homework Review
Tolman
8:30–9:45am
Genealogy Standards and DNA
Stanbary
10:15–11:30am
The Golden Rule: Clinical Tips to Manage Difficult Conversations
Stanbary
1:00–2:15pm
Collaboration for DNA
Woodbury
2:45–4:00pm
DNA Case Studies — Choose Your Own Adventure
Woodbury
4:00–4:30pm
Optional Homework Assignment
Tolman
Friday
8:00–8:30am
Optional Homework Review
Tolman
8:30–9:45am
Finding the Living
Johnson
10:15–11:30am
Writing About DNA — Intersections of DNA and Document Evidence
Bush
1:00–2:15pm
Bringing It All Together—Genetic Genealogy Escape Room
Jorgensen, Woodbury
2:45–4:00pm
What's Next: Your Future in Genetic Genealogy
Larkin
Course 11: DNA Dreamers: Integrating DNA Evidence to Resolve Complex Cases
Karen Stanbary, MA, LCSW, CG
ALL NEW CASE STUDIES! This course is designed to deconstruct and study researcher decisions, strategies, and methodologies employed in the correlation of documentary and genetic evidence to establish proven genealogical conclusions. Examples include all new case studies suitable for publication, research reports, and proof summaries/arguments useful in a Kinship Determination Project (KDP). The research problems are all long-standing genealogical brick walls that could not be solved without the skillful use of DNA and documentary sources. We will focus on a variety of strategies to meet the DNA-related standards and the Genealogical Proof Standard.
We will dissect familiar skills, with a DNA twist:
Crafting a meaningful research question
Developing and refining research plans
Mining for evidence
Correlating evidence
Sorting and grouping evidence
Analyzing with logic and inference
Testing hypotheses
Resolving conflicts
Reporting of findings
Writing clear proof arguments detailing evidence and reasoning to support the conclusion
The emphasis is on the strategies and decision making each researcher employs to meet genealogy standards.
Instruction Level:
Advanced
Prerequisites
This is an ADVANCED course. The prerequisite requires previous completion of the following full-week institute courses at any genealogical institute in three categories:
Beginning DNA, Introduction to Genetic Genealogy, Practical Genetic Genealogy;
Establishing Genealogical Proof with DNA, Intermediate DNA, Chromosome Mapping, Advanced DNA, or SLIG Virtual DNA Practicum.
If a registrant does not meet the prerequisites, a work sample may be submitted for consideration that correlates genetic and documentary sources to establish a conclusion meeting the Genealogical Proof Standard.
Pre-Reading Requirements
Board for Certification of Genealogists, Genealogy Standards, 2nd ed., rev., Nashville, Tenn.: Turner. 2021
Wayne, Debbie Parker and Blaine T. Bettinger, Genetic Genealogy in Practice. Arlington, Va.: National Genealogical Society. 2016.
Wayne, Debbie Parker, ed. Advanced Genetic Genealogy: Techniques and Case Studies. Cushing, Texas: Wayne Research. 2019.
DNA Dreamers
Prior to SLIG, several lucky volunteers will provide a written summary of a real-life “stuck” case. During SLIG week, the class will study the written summaries and then participate in a “think-tank” about the various options for next steps. The focused discussion will help the volunteer choose THE BEST option using decision-making strategies based on standards.
Golden Nuggets
The class will collaborate on a “Golden Nuggets Quicksheet” of handy tips and strategies learned throughout the week.
Course Schedule
Times
Class Title
Instructor
Monday
8:00–8:30 am
Course Overview
Stanbary
8:30–9:45 am
The Genealogical Proof Standard
Karen starts the week with a fun self-assessment designed to dispel the myths and thereby, bring the GPS into sharp focus.
Stanbary
10:15–11:45 am
Research Strategies and Decision-Making
This lecture reviews scientific research principles. The concepts provide a framework for analysis of case examples throughout the week. Identification of decision-making points and multiple options are emphasized.
Stanbary
1:00–2:15 pm
Genealogy Standards and Rubrics Part I
Karen discusses Genealogy Standards within the context of tried-and-true genealogical research strategies. Rubrics will be presented with examples of Meets Standards, Partially Meets Standards and Does not Meet Standards. The emphasis is on developing a sound genealogical mindset with hands-on activities.
Stanbary
2:45–4:00 pm
Genealogy Standards and Rubrics Part II
See above.
Stanbary
4:15–5:30 pm
DNA Dreamers
Throughout the week, we will discuss real-life case examples of volunteer participants. Each discussion will analyze a crucial decision point and brain-storm options for next steps in the research strategy.
Stanbary, Jones, TBD
Tuesday
8:30–9:45 am
What Really Happened to Ann and Her Mother?—The Lemmon Case
Paul introduces us to Ann Lemmon (1821–1888), born in Lancaster County, Pennsylvania. She and her husband joined the Church of Jesus Christ of Latter-day Saints in 1845 and migrated to Nauvoo, Illinois, then to Winter Quarters in Nebraska, eventually settling in Salt Lake City. Family lore whispered her father left, disappeared, or was killed resulting in a wealthy Byers family raising young Ann. Temple records suggest a second husband for Ann’s mother and a close association with the Byer family servants. Land, tax, and census records provide historical and geographic context. Surprise autosomal DNA matches and targeted mitochondrial testing contributes to the reconstruction of Ann’s mother’s life and clues regarding the fate of Ann’s father.
Woodbury
10:15–11:30 am
Proving the Packers—The Packer Case
Angela establishes biological proof of parentage for five generations of a well-documented Mormon pioneer family. This case correlates genetic evidence with documentary evidence including LDS church records, probate records and family compiled genealogies. The parentage proofs illustrate research strategies useful in Kinship Determination.
McGhie
1:00–2:15 pm
Visual Phasing—The Sonnemaker Case
Karen illustrates the use of a visual phasing project to identify Sonnemaker chromosomal locations of three siblings. The visually phased segments are tagged to specific generational inheritance and correlated with documentary evidence to prove biological relationships. The case study explores an 1840’s immigrant Niedersachen community one day’s journey west of the infant trading city of Chicago. Karen provides an example of a documented Compiled Genealogy for the ancestral line incorporating Evangelical-Lutheran church records on both sides of the ocean, federal land records, and Civil War pension records.
Stanbary
2:45–4:00 pm
Which Mother was Calvin’s?—The Bair Case
Varying ages and birthdates associated with the same name in a Pennsylvania family provides an identity conundrum. Was there one Calvin Bair or two, and which of his father’s wives was his mother? Ambiguous and conflicting documentary evidence create the challenge. DNA analysis helps to surmount it.
Desmarais
4:15–5:30 pm
DNA Dreamers
Volunteer DNA Dreamers participate in a “Think Tank” to strategize next steps.
Stanbary, Jones, TBD
Wednesday
8:00–9:45 am
A Recordless Wedding—The Jones Case
Conflicting evidence provides three different names for Henry Brook’s wife. A courthouse fire destroyed the marriage record. Aggregated, documented, and explained indirect evidence creates a hypothesis. Autosomal DNA testing results in a genetic network and its analysis supports a credible conclusion. Tom demonstrates mitigation of pedigree collapse as part of the research strategy.
Jones
10:15–11:30 am
Chromosome Mapping and Misattributed Parentage—The Anonymous Case
Karen demonstrates the use of negative evidence on a chromosome map to identify and solve an unsuspected case of 1922 misattributed parentage. Strategic targeted testing confirms the hypothesis.
Stanbary
1:00–2:15 pm
Which One of the Two Brothers?—The Wielgos Case
Johnson
2:45–4:00 pm
Conflicting Evidence and Pedigree Collapse: What Do We Do with Nute?—The Powell Case
Sayre
4:15–5:30 pm
DNA Dreamers
Stanbary, Jones, TBD
Thursday
8:30–9:45 am
Identifying an American Family’s Irish Ancestors via New Zealanders’ atDNA—The Boyd-Taggart Case
A cryptic note mentions an unidentified person with the family surname. Who was he? Was he related? If so, how? Serendipitous atDNA matches connecting related Americans with related New Zealanders led to relevant records, but the shared DNA became irrelevant to the case’s solution The documentary trail to the questions’ answers began in Missouri and continued through relevant records in Pennsylvania, New York, Northern Ireland, Canada, New Zealand, and Ireland.
Jones
10:15–11:30 am
Three Generation in Forty-five Years?—The Heitzmann-Deittinger Case
Melanie was born in Australia in 1975. She only knew the given name of her father who had met her mother in a Sydney guest house. Autosomal DNA evidence connects her to several close French cousins. Based on an analysis of the amount of shared DNA, hypothetical grandparents are identified. But there’s one problem, the grandparents were not married until 1930 leaving only 45 years for three generations of an ancestral line. Geographic, historical, and legal context resolves the problem and reveal Melanie’s connection to the Yenish people—an endogamous ethnic minority composed of nomadic weavers and peddlers.
Woodbury
1:00–2:15 pm
Research Report to Self: Educated Guesses and Creating a Focal Study Group—The Kidd Case
Family lore suggests Karen’s second great-grandmother, born about 1852 as the result of an assault by a Native American biological father on a Caucasian biological mother. The child was adopted into a Native American family in Peoria and Fulton Counties, Illinois. Karen analyzes the documentary and genetic evidence in an ongoing Research Report to self. She demonstrates the use of a visual phasing project to capture unknown matches to create a focal study group.
Stanbary
2:45–4:00 pm
A Targeted Testing Cohort— The Deisinger Case
Onsite research in the Lancaster Historical Society vertical files revealed a single piece of correspondence and launched a hypothesis about a German family’s migration from Berks County to York County, Pennsylvania. Autosomal DNA matches correlated with documentary research supports a credible conclusion.
Rencher
4:15–5:30 pm
DNA Dreamers
Volunteer DNA Dreamers participate in a “Think Tank” to strategize next steps.
Stanbary, Jones, TBD
Friday
8:30–9:45 am
Genetic Clustering—The Valentine Case
Anthony Valentine was born about 1813, immigrated to Ohio in the 1830’s, married and then disappeared forty years later. A deep dive into vital records, asylum records, court proceedings, and newspapers did not reveal his European origin. A genetic network of autosomal DNA matches drives a hypothesis. But alas, common French surnames hinder progress. Continual mining of DNA match lists identifies a key match who places Anthony into a birth family in Lorraine, France.
Woodbury
10:15–11:30 am
School of Hard Knocks
Lecturers will describe the lessons each learned about research decisions at the “School of Hard Knocks.” There will be an opportunity for participants to ask the panel questions.
Heffalumps and Woozles—The McBurney Case
Karen proved her adopted great-grandmother’s biological father using X-DNA. But a competing hypothesis haunted her dreams. The strategy to disprove the hypothesis leads to the discovery of an all-new Irish ancestral line originating in County Armagh and settling in an early Illinois Mississippi River community.
Peters
2:45–4:00 pm
Golden Nuggets
The class will work collaboratively to create a “Golden Nugget Quicksheet” — a handy summary of essential points learned throughout the week.
Genealogists often achieve their best learning through experience. Through a unique blend of lectures and instructor-led exercises, students will work directly with documents to learn and hone skills relating to the research process as a whole. These include source citation, research planning, evidence analysis, evidence correlation, and resolving conflicting information. Students will be able to apply these skills to any research problem they may encounter in the future, no matter what time period or location.
The course also includes a week-long homework assignment in which students will write a complete report for their own files, documenting a research problem of their own choosing. The coordinator will provide critiques on their reports to help students further refine their techniques.
This course fits seamlessly into the continuum of SLIG’s methodology courses. At the end of the week, students will also discuss opportunities for further skill-building, so that they can continue to develop their research skills and experience.
Students should be familiar with most major record types.
Pre-Readings
A published, peer-reviewed case study will be assigned for reading, together with questions for discussion in a class session.
Required Textbook
Board for Certification of Genealogists, Genealogy Standards, 2nd ed. revised (2021). Students should familiarize themselves with chapter 1 (pp. 1–3).
Course Schedule
Times
Class Title
Instructor
Monday
8:00–8:30 am
Course Introduction and Research Report Assignment Instructions
Hait
8:30–9:45 am
Building a Research Project Guided by the Genealogical Proof Standard
Success in research requires beginning with a framework designed for success, even before research planning. Students will learn how to design a research question and evaluate previous research before they begin. We will then review foundational research concepts such as source, information, and evidence types, as well as the Genealogical Proof Standard as a metric for evaluating their conclusions.
Hait
10:15–11:30 am
Citing Your Writing: A Simplified Model for Documentation
No matter what evidence we find or how skillfully we build a proof standard, our research is underpinned by its documentation. Students will learn to create clear, consistent citations for any source, no matter how complex.
Hait
1:00–2:15 pm
Citing Your Writing: Source Citation Workshop
Students will practice the skills learned in the previous session.
Hait
2:45–4:00 pm
Using Reports to Document Your Research
Even if you are not a professional genealogist, you should use research reports to document each step of your research. This session will explore standards and best practices for creating organized and informative research reports.
Hait
4:00–4:30 pm
Research Report Assignment
Hait
Tuesday
8:00–8:30 am
Homework Review and Questions
Hait
8:30–9:45 am
Research Planning: Identifying First Steps and Expanding the Scope of Research
Effective research requires planning. Learn how to stay focused and on task, keeping the goal in sight, and balancing priorities throughout the research process.
Graham
10:15–11:30 am
Finding & Evaluating Online Sources
We will discuss what kinds of records are available online, some of the places to look, and how to find online resources in your area of research. Several websites are used as examples to demonstrate how to find resources in different places. We will then discuss how to evaluate the type, quality, and provenance of online resources in order to fully understand the records we are using.
Hait
1:00–2:15 pm
Scavenger Hunt for Sources, Information, and Evidence at Family History Library
Students will be provided with a list of source types to locate online or in the Library in an engaging “scavenger hunt” that teaches students to think more deeply about sources, the information they provide, and how they are used as evidence.
Hait
2:45–4:00 pm
Scavenger Hunt for Sources, Information, and Evidence at Family History Library (continued)
See above.
Hait
4:00–4:30 pm
Research Report Assignment (continued)
Hait
Wednesday
8:00–8:30 am
Homework Review and Questions
Hait
8:30–9:45 am
Single Document Analysis
Analysis begins with that first document a researcher finds. In this session, we will identify ways in which a genealogist should interrogate each source to determine its overall quality and the likely reliability of its assertions.
Hait
10:15–11:30 am
Single Document Analysis Workshop
Students will be provided with a group of documents to evaluate using the lessons from the previous lecture.
Hait
1:00–2:15 pm
Correlating Evidence from Multiple Sources
As each new document is located and evaluated on its own, the researcher adds it to a body of evidence. Correlation is the process of comparing sources with other sources to determine points of agreement and disagreement and how each source complements the others.
Hait
2:45–4:00 pm
Planning Correlation to Assess Assertions
Students will learn to expand their research plans in response to assertions made in newly discovered sources.
Hait
4:00–4:30 pm
Research Report Assignment (continued)
Hait
Thursday
8:00–8:30 am
Homework Review and Questions
Hait
8:30–9:45 am
Resolving Conflicting Evidence when Records Disagree
Students will be provided with a few groups of documents that provide conflicting information. Students will group documents together into “sides” of conflict and apply the “rationales” to determine which information is most likely to be accurate and why.
Hait
10:15–11:30 am
Correlating Indirect Evidence: The Whole is Larger than the Parts
Extensive research, no direct evidence that answers the research question, but many hints of relationships? How can indirect evidence be assembled into a larger, coherent whole? A complex case study from New York City proving parentage with indirect evidence demonstrates strategies leading to a genealogical conclusion.
Wilds
1:00–2:15 pm
Correlation: Proving Relationships and Developing Identities
Recognizing linkages among bits of evidence revealed through source analysis is the process of correlation, a critical skill for effective genealogical research. Get hands-on practice identifying and classifying evidence items that can be correlated to develop proof of relationships and identities.
Graham
2:45–4:00 pm
Understanding Records with Historic Laws
Every aspect of our ancestors' lives--and most of the records we use to discover their lives--were either directly affected or indirectly influenced by the laws in effect at the time. This presentation will show how to locate historical laws online to learn more about the world in which our ancestors lived and better understand the records we use.
Hait
4:00–4:30 pm
Research Report Assignment (continued)
Hait
Friday
8:00–8:30 am
Homework Review and Questions
Hait
8:30–9:45 am
Reaching a Conclusion and Writing It Up
The Genealogical Proof Standard is only met when a researcher has constructed a “a soundly reasoned, coherently written conclusion” based on reliable evidence. We will discuss the types of written proof discussions and how to build both simple and complex arguments from a collection of evidence.
Hait
10:15–11:30 am
Correlating Indirect Evidence to Identify Enslaved Parents
This lecture will demonstrate the development of a research subject’s FAN club by using sources created before and after the subject’s lifetime. The process of analysis and correlation of evidence gleaned from this strategy incorporated the use of DNA test results among descendants of FAN club members.
Garrett-Nelson
1:00–2:15 pm
Dissecting a Published Case Study
Students will be provided with a published case study and a series of questions prior to the week, to be completed before this session. In this session, we will discuss the article, examining the cited evidence and dissecting the argument.
Hait
2:45– 4:00 pm
Creating a Skillbuilding Action Plan
Students will identify what skills they struggled with, identify additional resources for learning more, and discuss ways to continue to gain experience developing these skills.
Hait
Course 13: Advanced Genealogical Methods
Paul K. Graham, AG, CG, CGL
Students in Advanced Genealogical Methods will learn how to assemble and use evidence to rediscover ancestral origins, identities, and relationships that have been forgotten over the passage of time. The course will address advanced use of evidence derived from a variety of genealogical sources and will explore research techniques for populations for which the usual records are in short supply. Students will also learn how to document their research and develop written proof summaries to reach accurate conclusions and create a credible record of their findings for present and future generations of family historians.
This intense course is targeted to high intermediate genealogists who have completed an intermediate level methodology course or who have equivalent experiences. Their research has led them to encounter relationships that cannot be documented only with direct evidence. They have taken at least one DNA test.
Pre-reading
Students are encouraged to obtain and read Mastering Genealogical Proof prior to the start of the course.
Jones, Thomas W., Mastering Genealogical Proof (Arlington: National Genealogical Society, 2013)
Technology Requirements
Students will need access to a computer with Internet access to participate fully in the course.
Outside Support
Students will be encouraged to spend time independently at the Family History Library, but use of the facility will not be required.
Course Schedule
Times
Class Title
Instructor
Monday
8:00–8:30 am
Introduction/Overview
Graham
8:30–9:45 am
Evidence and the Advanced Genealogist
Advanced genealogists mine sources for information that they turn into evidence used to establish genealogical proof. Learn how to think about the research process conceptually and methodologically.
Graham
10:15–11:30 am
The Genealogical Proof Standard
The GPS codifies five essential elements of the genealogical process: research, citations, analysis/correlation, resolution of conflicts, and writing. This exploration of BCG standards reveals all the expectations for an advanced genealogist.
Graham
1:00–2:15 pm
Research Questions, Hypotheses, and Plans
Effective research requires thorough planning. Learn how to ask the right questions and write a research plan designed to answer challenging research questions.
Graham
2:45–4:00 pm
Federal Research: Government Documents
Learn the genealogical value of publications of the executive branch and the Congress of the United States and understand how to locate them.
Sayre
4:00–4:30 pm
Optional Homework Assignment/Other
Sayre
Tuesday
8:00–8:30 am
Optional Homework Review
Sayre
8:30–9:45 am
Military and Pension Records Strategies: Analysis, Interpretation, and Correlation
Many types of military records provide family information, which is particularly important if the soldier or dependents did not receive a pension. Explore the ins and outs of pension and other important military records that may reveal that kinship data.
Sayre
10:15–11:30 am
Identifying and Citing Sources
Evidence analysis begins with proper source identification. As advanced genealogists we need to be able to correctly and thoroughly identify unfamiliar sources. That information is then used to make source citations.
Graham
1:00–2:15 pm
Bringing the Law to Bear on Complex Genealogical Problems
The lives of our ancestors were governed by laws, and the records created because of those laws are often the richest sources of information that helps us answer complex genealogical questions. Understanding the law gives us insight not only into the records that were created but often the reasons why our ancestors acted as they did.
Russell
2:45–4:00 pm
Correlating Sources, Information, and Evidence while Resolving Conflicts
Strong genealogical proof comes from correlation of evidence from numerous sources and resolution of any conflicts between evidence items. Think about methods of presenting information and the ways we categorize types of conflicts.
Graham
4:00–4:30 pm
Optional Homework Assignment/Other
Graham
Wednesday
8:00–8:30 am
Optional Homework Review
Graham
8:30–9:45 am
Documenting Female Ancestors
Learn about the laws, customs, records, and methods for documenting women and their ancestors.
Graham
10:15–11:30 am
Advanced DNA Methods: Genetic Networks and Genetic Coverage
Increasingly, DNA evidence is an important at least as a consideration for achieving genealogical proof. Two advanced methodologies for applying DNA evidence are consideration of genetic networks and application of coverage estimates for targeted testing and multiple subject comparisons. Learn to make the most of current test results, and advance your genetic analysis, improve your DNA organization, and thoroughly consider multiple DNA test subjects.
Woodbury
1:00–2:15 pm
Identifying Landless, Enslaved, Peasant, and other Impoverished Ancestors
This class addresses sources that might be available despite absent or scarce genealogical sources for a population, time, and place. It emphasizes the methodology of transforming fragmentary surviving information into genealogical evidence and assembling the evidence into a cohesive picture of a previous generation's identities, lives, and relationships.
Jones
2:45–4:00 pm
Understanding Estates and Inheritance
Probate records are central to our work as genealogists. They document relationships and inheritance among entire families in ways few other records can.
Graham
4:00–4:30 pm
Optional Homework Assignment/Other
Graham
Thursday
8:00–8:30 am
Optional Homework Review
Graham
8:30–9:45 am
Revealing Direct and Indirect Evidence through Local Land Records
Local land records offer a wide variety of information about our ancestors, providing strong direct and indirect evidence for many types of relationships, events, and questions of identity. Learn how to mine these sources effectively.
Graham
10:15–11:30 am
Mining Tax Records for Genealogical Evidence
Our ancestors may not have enjoyed paying taxes, but the records they left are an important source for tracking their movements, documenting relationships, and revealing details about their lives.
Graham
1:00–2:15 pm
Federal Land Records: Analysis, Interpretation, and Correlation
Federal records establishing the first purchase of land in the public domain are many, varied, and have evolved over time. Learn to navigate the challenges and complexities involved in using these records in genealogical research.
Sayre
2:45–4:00 pm
Writing Genealogy
This class covers the components, structure, content, and characteristics of clear and effective genealogical writing. It touches on genealogical numbering systems, self editing, and written genealogical products, including family histories, proof arguments, and reports.
Jones
4:00–4:30 pm
Optional Homework Assignment/Other
Graham
Friday
8:00–8:30 am
Optional Homework Review
Graham
8:30–9:45 am
Rural and Urban Map Strategies: Analysis, Interpretation, and Correlation
A wide variety of maps relevant to genealogical research in the United States exist from the 1600s, which have evolved to the modern world of Geographic Information Systems. Explore these essential tools for effective genealogical research.
Sayre
10:15–11:30 am
Immigration and Migration
Documenting ancestors on the move is one of the most difficult things we do as genealogists. To accomplish those goals, we must understanding the reasons for their movements, the sources speaking to migrating people, and utilize appropriate research methodologies.
Graham
1:00–2:15 pm
Developing Identities and Writing Compelling Biographical Sketches
People are far more than a timeline or list of sources. Build off a collection of documents to glean meaningful facts and add relevant historical context. Assess and choose details best suited to telling a story, and learn how to weave them together with active writing and thematic arcs.
Graham
2:45–4:00 pm
Continued Advancement
Advanced genealogists never stop learning. Discuss the many opportunities available for continuing education.
Graham
Writing & Proficiency
Course 14: Evidence-Based Writing for Genealogists
Melissa A. Johnson, CG
Many skilled genealogists with excellent analysis and correlation skills have trouble communicating their thought processes and presenting evidence in writing. Students in this course will overcome these roadblocks and gain essential skills needed to convey complex concepts in genealogical work products, including proof arguments, affidavits, and research reports. The course will cover important issues including documentation, establishing proof, use of citations, DNA evidence, and legal and copyright issues. Students will become more comfortable with important skills such as analyzing, organizing, and presenting complex evidence; resolving conflicts; reporting a variety of meaningful and negative findings; using DNA evidence in writing; and qualifying information, theories, and proof. The course will focus on meeting the Genealogical Proof Standard, and writing in a professional, clear and concise manner for a variety of audiences.
There are no prerequisites for the course, although the course is recommended for intermediate to advanced level genealogists. Students will be assigned reading material in advance of the course. Students will also be asked to come to the course prepared to begin outlining, strategizing and writing a small part of their planned written work. Students will also be asked to bring a writing sample of no more than four (4) pages. The writing sample can be related to the student’s own family or another family they have researched. This writing sample will be used for collaborative in-class activities; as a result, students should not use asample intended to be used for BCG certification, and should not use a sample that they do not have permission to use or that violates the privacy of living individuals. There will be light homework assignments on some evenings.
Course Schedule
Times
Class Title
Instructor
Monday
8:30–9:45 am
Introduction & Communicating Our Knowledge
The course will kick off with introductions, an overview of what to expect during the week, instructor bios, and an essential overview of the primary goals of evidence-based writing—to translate and communicate complex knowledge and information in a clear and concise manner. We will also set the stage for understanding the “key takeaways” document that will be formed by the instructors and students throughout the week, and that will reviewed in the last session of the course.
Johnson
10:15–11:30 am
Organization: The Key to Success in Evidence-Based Writing
Complex evidence relies on mass amounts of information that derive from a large quantity and variety of sources. This session serves as an overview of common and innovative ways to keep information organized from the research phase to the pre-writing phase, including outlines, mind maps, tables, charts, trees, content management software, and more.
Johnson
1:00–2:15 pm
Thinking About (and Writing About) Complex Evidence
This session will teach students how to look at evidence and construct a logical organizational structure and an effective, reader-centric layout for the intended final written product using a variety of tools and providing a case study as an example.
Johnson
2:45–4:00 pm
Templates, Macros, and More: Simplifying Your Writing
Many software programs have tools and shortcuts designed to help writers. This session will demonstrate how to create and use many of these tools—including templates, macros, and more—to maximize efficiency and maintain consistency.
Fogarty
Tuesday
8:30–9:45 am
Writing Research Reports (Part 1)
Learn how to write research reports that communicate complex research, analysis, and conclusions, using several different formats. The session will focus on key elements of research reports, formatting, how to write clearly, use of tenses and voices, discussing evidence vs. events, introducing complex proof discussions, best practices for citations, and more.
Johnson
10:15–11:30 am
Writing Research Reports (Part 2)
Learn how to write research reports that communicate complex research, analysis, and conclusions, using several different formats. The session will focus on key elements of research reports, formatting, how to write clearly, use of tenses and voices, discussing evidence vs. events, introducing complex proof discussions, best practices for citations, and more.
Johnson
1:00–2:15 pm
Framework and Outlining Workshop
Students will work together to practice the concepts taught in today’s sessions to develop outlines and framework for their own writing projects.
Johnson
2:45–4:00 pm
Fair Uses and Foul Balls: Copyright for Genealogical Writers
Materials and records created by others are the building blocks of genealogical writing. Understanding when and under what circumstances the law allows use of those materials in research, reports, and more is key to staying out of copyright trouble.
Russell
Wednesday
8:30–9:45 am
Proof Discussions: Simple to Complex (Part 1)
Learn how to write proof arguments that are clear, concise, and logical in structure. These sessions will cover best practices for writing in a technical format; analysis and correlation; indirect and negative evidence; discussing conflicts; evaluating the complexity of evidence; and presenting the evidence.
Johnson
10:15–11:30 am
Proof Discussions: Simple to Complex (Part 2)
Learn how to write proof arguments that are clear, concise, and logical in structure. These sessions will cover best practices for writing in a technical format, analysis and correlation, indirect and negative evidence, discussing conflicts, evaluating the complexity of evidence, and presenting the evidence.
Johnson
1:00–2:15 pm
Best Practices for Using DNA in Genealogical Writing
Learn about how to incorporate DNA test results into a variety of evidence-based genealogical work products, including affidavits, reports, and case studies. This session will focus on key pieces of information to include, ways to focus the analysis and correlation, and best practices for citing DNA evidence.
Stanbary
2:45–4:00 pm
Writing and Citing: Conventions and Best Practices
Students will learn about the best practices for citing sources in different formats and styles for various types of written materials—reports, affidavits, case studies, and more. This session will cover basic theory about citations, reference note formats, source list formats, proper use, discussion notes, and more.
Johnson
Thursday
8:30–9:45 am
Kinship Determination: Weaving Proof into Narratives
Learn a three-part approach for developing compilations that include both information and context about research subjects. The focus of the session will be on meeting the Genealogical Proof Standard, weaving argumentative writing with narrative writing, and maintaining the flow for readers.
Johnson
10:15–11:30 am
Incorporating Historical Context into Genealogical Writing
Writing about your family in the context of the time and place in which they lived, using social history and major historical events that impacted your ancestors, helps develop a meaningful and more accurate family history. Learn how to find and evaluate resources that will help provide historical context, and how to weave historical context into your genealogical writing.
Johnson
1:00–2:15 pm
Case Study: Different Ways to Prove Your Family’s Story
Compare and contrast how evidence related to the same family can be presented in a variety of formats (genealogical compilation, proof argument, research report).
Johnson
2:45–4:00 pm
The Editing Process: Self-Editing & Being Edited
Yes, you need an editor! However, self-editing is an important part of every writing process. Self-editing involves more than correcting grammar and rephrasing sentences. Learn how to improve initial drafts by restructuring, tightening up the text, and improving clarity. Learn from judges’ and editors’ comments on drafts of various types of authored works.
Johnson
Friday
8:30–9:45 am
Editing Workshop
Students will use their own writing samples to put self-editing concepts into practice, and will also edit a fellow student’s work.
Fogarty
10:15–11:30 am
Tech Tools for Genealogical Writing
This session will discuss Scrivener as a tool that that can aid in productivity for genealogical writers focusing on evidence-based technical writing.
Johnson
1:00–2:15 pm
Self-Publishing for Genealogists
Learn about the numerous options genealogists have for self-publishing their research in both print and digital means. The discussion will include the pros and cons of digital vs. print publishing and the features offered by several key companies.
Johnson
2:45–4:00 pm
Lessons Learned, Extended Q&A
Students and instructors will work through lessons learned via several mini case studies, present “key takeaways” that have been established from class interaction throughout the week, answer final questions, and issue certificates.
Johnson
Course 15: Guided Research and Consultation
Craig Roberts Scott, MA, CG, FUGA
Experience the power of having your own personal guide for an entire week as you research both online and in the Family History Library. Students will review progress and findings in regular group meetings and one-on-one consultations throughout the week as they work on their own personal research projects. Assistance will be available as needed during specific research hours.
FamilySearch has a 128-year history as an organization. It has grown exponentially over time and kept current with a fast-moving, continuously changing landscape. To capture the essence of every life in the context of recorded history, FamilySearch employs all of the technology available and strives to keep pace with opportunities worldwide. At FamilySearch, it’s all about the individual and the experience you will have either in person or online. This course is designed to illustrate the array of different opportunities to use the resources of FamilySearch and to understand the foundations of each experience. Come explore the many features and products that FamilySearch has to offer.
Tracing families as they “moved west” can be a daunting task. As our ancestors explored the wilderness in front of them, fewer detailed records were created, leaving large gaps in the resources needed to reconstruct a complete family record. Further, rapid economic, social, and territorial expansions throughout the Federal period caused massive waves of migration and other movements of our ancestors. The development of the Northwest Territory, New York’s land companies, the Louisiana Purchase, the Second Great Awakening, and the War of 1812 are just a few of the dynamic events that shaped the lives of our ancestors from 1780 to 1850.
Genealogy’s history is rooted in those wishing to trace their family back in time to ancestors whose accomplishments seemed more remarkable than their own. Over time, genealogical repositories have boasted books and periodicals and special, archival, and museum collections that attempt to capture more than just the dry vital record dates of ancestors. Eventually, genealogy became a pursuit for the “everyman” (and woman), learning more about a distant past one generation at a time. Today, an emphasis on “bringing ancestors to life” through stories means the genealogist must master genealogical methodology while also understanding how to research the non-genealogical to weave a story that will interest descendants.
This course develops land platting skills and the ability to use land plats to solve genealogical problems. Topics include motivation, reading/abstracting metes & bounds legal land descriptions, hand drawing plats, computer platting, platting over base maps (including USGS), resolving common plat problems (meanders, multiple meanders, imprecise boundary descriptions), constructing connected tract maps, and geo-locating base maps and plats. Related topics include land tenure, map resources, historical surveying equipment and practices, on-line resources, and using GoogleEarth. Much of the course is practicum-based using DeedMapper software. Students will spend a significant amount of the course working practicum problems that derive from real-world research.
This course offers students an opportunity for a deeper understanding of the rich research resources of the law, including those generally available only at law libraries. Students will work with legal records and sources, gaining a better grasp of legal history and its implications for research as well as the skills to find and apply the law to solve genealogical problems. Individual sessions will focus on specific legal disciplines (criminal, civil, probate and the like) and students will have the opportunity to use resources often available only at major law libraries.
German immigrants have long been a part of the immigrant story of America beginning with the thirteen families that settled Germantown, Pennsylvania, in 1683, and continuing with the five million German speakers that flooded our shores in the century before World War I. Most Americans can claim German ancestry but are hesitant to make that leap across the Atlantic. Learn from several knowledgeable speakers on both sides of the ocean how to navigate German genealogy. From history and geography to record groups and archives, you will leave this course abundantly equipped to break down your German genealogical brick walls. Fluency in German is not necessary to take this course.
From the Revolutionary period and into the 1900s, this course offers an in-depth look at researching ancestors who lived in the District of Columbia. This is not a tour of D.C. repositories—these presentations are designed to assist researchers to navigate the sometimes convoluted system of records available for finding residents of the District. We will utilize intermediate and advanced methodologies as well as underused sources, including those at the National Archives about the city. Sessions will provide a deeper historical and social context for residents, including ones focused on African American resources.
This course is designed to be a skillbuilding experience that will take researchers to the next level by focusing on both methodologies and strategies for meeting the Genealogical Proof Standard when researching families that survived slavery. In-class exercises and a focus on case studies will arm students with the conceptual tools needed to overcome the challenges of researching during the antebellum period.
The course will focus on Virginia resources and the background information (law, social customs, geography, etc.) needed to properly interpret them. Substitutes for missing records, Virginia records in out-of-state repositories, and unique manuscript records in small, local repositories will be addressed. Emphasis will be placed on records available either online or through microfilm loan programs; however, researchers will also be introduced to records available only in manuscript form at either the local level or in larger research repositories.
In this hands-on course, students will master the basics of genetic genealogy research through hands-on application in a variety of investigative contexts. They will create testing plans incorporating such elements as which individuals to test, the types of tests to take and the companies to be used. They will also evaluate chances of success and needs for additional testing for a research objective given a set of test results, develop research plans given a set of DNA test results, and learn to abide by genetic genealogy ethics and standards. Participants will practice basic interpretation of Y-DNA, mitochondrial DNA, X-DNA and autosomal DNA evidence within the context of traditional document research and evaluation of Y-DNA and mtDNA.
Genealogists often achieve their best learning through experience. Through a unique blend of lectures and instructor-led exercises, students will work directly with documents to learn and hone skills relating to the research process as a whole. These include source citation, research planning, evidence analysis, evidence correlation, and resolving conflicting information. Students will be able to apply these skills to any research problem they may encounter in the future, no matter what time period or location.
Students in Advanced Genealogical Methods will learn how to assemble and use evidence to rediscover ancestral origins, identities, and relationships that have been forgotten over the passage of time. The course will address advanced use of evidence derived from a variety of genealogical sources and will explore research techniques for populations for which the usual records are in short supply. Students will also learn how to document their research and develop written proof summaries to reach accurate conclusions and create a credible record of their findings for present and future generations of family historians.
Many skilled genealogists with excellent analysis and correlation skills have trouble communicating their thought processes and presenting evidence in writing. Students in this course will overcome these roadblocks and gain essential skills needed to convey complex concepts in genealogical work products, including proof arguments, affidavits, and research reports. The course will cover important issues including documentation, establishing proof, use of citations, DNA evidence, and legal and copyright issues. Students will become more comfortable with important skills such as analyzing, organizing, and presenting complex evidence; resolving conflicts; reporting a variety of meaningful and negative findings; using DNA evidence in writing; and qualifying information, theories, and proof. The course will focus on meeting the Genealogical Proof Standard, and writing in a professional, clear and concise manner for a variety of audiences.
Experience the power of having your own personal guide for an entire week as you research both online and in the Family History Library. Students will review progress and findings in regular group meetings and one-on-one consultations throughout the week as they work on their own personal research projects. Assistance will be available as needed during specific research hours.