Probate notice for Mary Pitman, single woman. Library of Congress. http://hdl.loc.gov/loc.pnp/ppmsca.02917

By Shannon Combs-Bennett, Student

Up to this point in the US: Probate Records course we have learned a lot about the history and laws of the U.S. concerning probate situations. There were a lot of terms, examples, and information in the first three modules but I managed to make it through. The next two modules contained a directory of states which broke out information even more and concluded with a bibliographic resource list in Module 6.

The directory will be a useful tool for me in the future as I research my family across the country. Each entry gave a brief description of what information you can usually find, where it is typically located and any interesting facts about the state. Particularly useful is the information on lost record locations. We all know of counties or towns that have lost records due to natural disasters or war. There are records still being lost today due to fire, flood, or neglect.  It makes us look outside of our comfort zones for more potential records, but it is nice to know some of the possible problems up front before you start looking for something that no longer exists.

Finally, in Module 6 the course concludes with a directory of websites and books that are useful for research in each of the states. It is not a complete listing because let’s face it, that would be hundreds of pages long!  This listing contains larger inclusive books for the states and in particular indexes.  A few states do not have listings though since they only had county books or websites and nothing for statewide research.

I think I will take the weekend and see what I can find for some of my ancestors in the resources listed here. It will be a great way to put what I learned into practical application.  Look for my next post to see what I found!

See you online!

Law Library of the Library of Congress in the U.S. Capitol, Washington, D.C. Library of Congress. http://hdl.loc.gov/loc.pnp/cph.3b17241

By Shannon Combs-Bennett, Student

The first three modules of the course US: Probate Records covered a lot of historical information and background on probate records in the U.S.  It was fascinating to learn about why and how the laws concerning probate records evolved over time from Colonial to the modern era.  It was obviously just a scratch of the surface since each state and jurisdiction is different but now students in this course have a great foundation to build on.

Being originally an English colony, many of the U.S. laws are based on the English ones brought over with the colonists, particularly the idea of common law. Now, I grew up hearing this word bandied about frequently. Mainly it was in reference to  common law marriages, but still it is a term that many people are familiar with. Familiar, yes, but I would guess that not everyone knows exactly what it means.

According to the course “common law governed the land.”  It appears to have evolved here in the U.S. as a way that the land is divided (there are actually multiple ways covered in the course) after a person’s death. However, each colony, and now each state, had their own laws and ways they liked to conduct probate matters. Which is why we all know nothing is ever as simple as it seems. If we are going to do extensive research into probate records we, as good genealogists, will need to brush up on the laws and regulations of the state we are researching in!

Thankfully the first module included a glossary of terms for the students to use. While I think it could be a bit more comprehensive it was a good general list and I referred back to it frequently. I am considering making a copy of it and adding to it as I research. This is something I have done with other research areas and I find it handy and very helpful.

Also, check out this great resource from the FamilySearch website, Glossary of United States Probate Terms. A great addition to the terms and ideas covered in this course. Of course, these past few modules remind me that I really do need to get a copy of Black’s Law Dictionary for my bookshelf.  You can find it online, but I still like physical books for many things.

See you online!

It’s difficult for me to choose just one course as my favorite. I have a unique position among those who will write about their favorite courses on this blog. I was a student of The National Institute for Genealogical Studies before I started my work here. Currently, I read through the courses as they are turned in by the instructors. This allows me to see the latest courses and resources before they are added to the website.

Because I am so familiar with the 200+ courses The National Institute offers, how can I choose just one? So I decided to write this post about a course that students may not be as familiar with. Research: American World War II Ancestors- Part 1 and Part 2.

Woman machinist, Douglas Aircraft Company, Long Beach, Calif . Flickr the Commons. Library of Congress.

These courses, authored by World War II researcher and author  Jennifer Holik, provide students with a look at all facets of researching World War II and its effect on Americans, on the battlefield and the home front.

The description for these two courses are:

There are many records that were created during World War I that are similar in World War II. Learn what led to the start of World War II, how the U.S. became involved and the military records available. They did not all burn in the 1973 fire! This course will move from military records for the Navy, Coast Guard and Marines to civilian jobs including the USO, Merchant Marines and others. You will learn how to research the service of your military ancestors through numerous sources

In Research: American World War II Ancestors-Part 2 we begin with records from the Army, Army Air Corps, Marines and National Guard and explore military and other records that can assist you in conducting World War II era research. We explore life on the home front and the role of women in World War II including their service in the military. A case study gives ideas for piecing the life of you World War II soldier’s story together.

Do you have ancestors and family living in the United States of America during the World War II years? Then you owe it to yourself to learn more about their lives. Check out Research: American World War II Ancestors- Part 1 and Part 2 today.

A historic mile marker on the National Road, the first federal highway (now U.S. 40) across the United States, in Triadelphia, West Virginia. Library of Congress

By Shannon Combs-Bennett, Student

Well, US: Migration Patterns was an amazing course. I have enjoyed each course I’ve written about, but this one really made an impression on me. Lots of great information, charts, maps, tables, plus history. You can’t forget the history part. If you think you can as a genealogist, well, you are going to miss a lot of things.

Recently I was asked who should take a course like this. Frankly anyone with US ancestors, but particularly those who know they have roots that started in one area and then moved to another. Too vague? Let me explain a little bit.

Migration is a natural process and at times needed. Your ancestor may only have moved a few miles.  Maybe they moved a few states. Understanding the why, when, how or where-to is key when you are researching. While researching your family, you also get to see a bit about historical events that influenced their lives, social history too.  It all works together, you just have to take the pieces and collate them.

Those ideas were presented in easy to understand concepts and pieces throughout the modules. I know many of you will appreciate that. Sometimes courses can be so full of information that it is difficult to internalize and remember it all. Not in this case.

In fact, I have started looking over a few of my brick wall cases that I think will benefit from me taking this course.  It helps that most of my family were in place by 1870, but they still had to get there. Many of the possible record types they could have left a trace in I have not searched yet. No kidding, I have a three page list of things I think I should look at for one family alone.

Needless to say, I think I will also appreciate my cross country trips more. I even may stop a few more times (if the family will let me) and take pictures of these areas that were common for travelers over the centuries. Driving over the Cumberland Gap is an experience, and as a child the daunting task those pioneers undertook was lost on me. Not so much now that I have driven it myself.

Well, it is off to the next course US Probate Records.  See you online!!

Getting ready to depart from home in Oklahoma for the trip to California. Near Muskogee, Oklahoma. Library of Congress.

By Shannon Combs-Bennett, Student

Once again there was a lot of great information put forward in Module 5 and 6 of the US: Migration Patterns course. However, I found the information in Module  6 to be very enlightening. That module focused on migration patterns  for 1920 and forward. A subject that I have not really given my full attention to since most of my research is in the early 1800s and before. Bad on me!

Of course I remember the unit from US History class about the migration that occurred during the Great Depression; how the “dust bowl” effected farmers and they packed up their lives and moved west. I also remember reading The Grapes of Wrath in English class. However, through this course I learned quickly that there was more to movement and migration in the US during the 20^th century than what took place during the 1930s.

Anyone who had taken extended road trips across the US knows that the federal highway system was slowly replaced by the interstates to get people where they were going quicker. What I didn’t internalize until now was how many of these highways followed the old migration routes. But it makes sense doesn’t it?  If the route is already there why not create a better road on top of it! It especially hit home that I was traveling the footsteps of my ancestors when I drove these roads (some of them I have driven frequently over the last few decades).

Most importantly I was thrilled to see our instructor included a timeline at the end of the last module. I am seriously contemplating laminating it and putting it on my desk for a quick sheet when I need to look up important historical facts for the US that influenced migration. She broke it into five sections which correspond to modules 2-6 in the course.  It was interesting to compare sections of the timelines that overlapped because it provides an idea of all the different possibilities that influenced people and their lives at those times.  Once again, our ancestors lived complex lives in evolving situations, much like many of us do today!

Well I am off to take the exam, wish me luck.  See you online!