Department of Archaeology Flinders University

ARCH 3208 Coastal and Underwater

Archaeology (4.5 units)

Semester 2, 2011 Handbook

FOR FURTHER INFORMATION Undergraduate Student Services Office

Rm 252 Humanities Bldg Phone: 8201 3034

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______________________________________________________________ TOPIC OUTLINE ARCH 3208 Coastal and Underwater Archaeology Value of topic: 4.5 units Offered in Semester 2, 2013 Topic Coordinator Dr James Hunter Contact Phone 08 8201 5875 Fax 08 8201 2784 E-mail James.Hunter@flinders.edu.au Timetable Contact time 2 hours per week Monday 10.00 am to 10.50 am, 1 hour lecture Monday 11.00 am to 11.50 am, 1 hour tutorial Location Department of Archaeology, Flinders University

Lectures are held in HUM North Theatre 2 Tutorials are held in HUM 112

Prerequisite N/A

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______________________________________________ INTRODUCTION Coastal and Underwater Archaeology (ARCH 3208) provides students with an appreciation and understanding of the material aspects of archaeology in the underwater environment as well as in coastal settings. It will address all aspects of human use and interaction with water and the sea from food procurement to maritime tenure to ideological and social meaning to transportation. This topic also ranges in time from prehistoric and Indigenous sites to our modern technological efforts of reaching the deepest wrecks on earth. Students will be presented with ideas about what coastal and underwater archaeology constitutes as an area of study, the types of sites investigated in these environments, methodologies necessary for working in such environments, theoretical concepts driving research in these areas, and specific case studies related to coastal and underwater sites. Each week the student will be expected to read several key articles or chapters and attend a lecture and tutorial. These will be conducted by Dr. James Hunter and a number of guest lecturers. SCUBA diving qualifications are not required for this topic. This topic aims to:

• Provide students with an in-depth understanding of the theoretical approaches to coastal and archaeology underwater

• Allow students to develop a thorough understanding of the history of the practice of underwater and coastal archaeology throughout the world

• Develop an appreciation for the place and role of coastal and underwater archaeology in the interpretation of maritime subcultures and culture in the wider context

Learning Outcomes: On completing this topic students will be able to:

• Recognize and define key theoretical approaches within the field of coastal and underwater archaeology

• Identify, explain and critique the development of underwater and coastal archaeology as an area of study

• Identify and explain the role of coastal and underwater archaeology in the interpretation of maritime subcultures and culture in the wider context

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______________________________________________ STUDY MATERIALS Some topic materials will be available through FLO, a Web based communication system. The topic handbook can be found on FLO. Readings that are not available in the library catalogue will be posted on FLO – otherwise all readings will be found in the library. If you are enrolled in this topic you can gain access to FLO at http://learn.flinders.edu.au. Type in your FAN (the first four letters of your surname plus four numbers, this would have been given to you when you first enrolled) and password (same as your email password). If you have problems logging in, please contact FLO. Once you have access, it is self-explanatory – you should be able to send messages to other students, have discussions about topics, download the topic material, access lectures and articles, etc. Again, contact FLO with any problems. The topic material is uploaded at the beginning of each week. Occasionally the material will be uploaded earlier, but you should not expect to see it loaded any earlier than the week it is pertinent.

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____________________________________________ SCHEDULE *Please note this schedule is subject to change Week 1 Lecture: Introduction Tutorial: Introduction Weekly Readings: None for this week Week 2 Lecture: Introduction to Underwater Archaeology – Defining our Work Separate Tutorial: Come to tutorial ready to discuss what your definition of underwater and coastal archaeology is and what types of sites you consider fall within these areas of study. How is it different from maritime archaeology? Marine archaeology? Island archaeology? Submerged archaeology? Lacustrine archaeology? Riverine archaeology? How do you see the profession of underwater/maritime/coastal archaeology moving forward? Weekly Readings: Bass, George F. 2002. Archaeology in the 21st century. In Ruppe, C.V. and Barstad, J.F. (eds) International Handbook of Underwater Archaeology. New York, Plenum Press/Kluwer Academic. Pp. 803–806. Flatman, Joe and Mark Staniforth. 2006. Historical Maritime Archaeology. In . D. Hicks and M. Beaudry (eds), The Cambridge Companion to Historical Archaeology. Cambridge, Cambridge University Press. Pp. 168–188. Adams, John. 2006. From the Water Margins to the Centre Ground. Journal of Maritime Archaeology 1.1:1–8. Week 3 Lecture: Why do Archaeology Underwater? Film: D-Day: The Untold Story Combined Tutorial: Discussion on film and how it demonstrates the importance of doing archaeology underwater. What did we learn from the archaeology that was conducted underwater that we did/would not know from the historical documents or terrestrial archaeology? Weekly Readings: Muckelroy, K. 1978. Maritime Archaeology. Cambridge University Press, Cambridge. Pp. 3–23, 49–58.

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Week 4 Lecture: Introduction to Coastal and Island Archaeology Separate Tutorial: Student Presentation and Discussion Weekly Readings: Boomert, Arie and Alistair J. Bright. 2007. Island Archaeology: In Search of a New Horizon. Island Studies Journal 2.1:3–26. Rönnby, Johan. 2007. Maritime Durées: Long-Term Structures in a Coastal Landscape. Journal of Maritime Archaeology 2.2:65–82. Frieman, Catherine. 2008. Islandscapes and ‘Islandness’: The Prehistoric Isle of Man in the Irish Seascape. Oxford Journal of Archaeology 27.2:135–151. Further Readings: Rainbird, Paul. 2007. The Archaeology of Islands. Cambridge Press. Week 5 Lecture: Maritime Cultural Landscapes Separate Tutorial: Student Presentation and Discussion Weekly Readings: Westerdahl, Christer. 1992. The Maritime Cultural Landscape. International Journal of Nautical Archaeology 21.1:5–14. Westerdahl, Christer. 2005. Seal on Land, Elk at Sea: Notes on and Applications of the Ritual Landscape at the Seaboard. International Journal of Nautical Archaeology 34.1:2–23. Westerdahl, Christer. 2008. Boats Apart: Building and Equipping an Iron-Age and Early-Medieval Ship in Northern Europe. International Journal of Nautical Archaeology 37.1:17–31. Tuddenham, David B. 2010. Maritime Cultural Landscapes, Maritimity and Quasi Objects. Journal of Maritime Archaeology 5:5–16. Further Readings: Stewart, David J. 2007. Gravestones and Monuments in the Maritime Cultural Landscape: Research Potential and Preliminary Interpretations. International Journal of Nautical Archaeology 36.1:112–124. Week 6 Lecture: Seascapes and Maritime Tenure Separate Tutorial: Student Presentation and Discussion Weekly Readings: Cooney, Gabriel. 2003. Introduction: Seeing Land from Sea. World Archaeology 35.3:323–328.

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McNiven, Ian J. 2003. Saltwater People: Spiritscapes, Maritime Rituals and the Archaeology of Australian Indigenous Seascapes. World Archaeology 35.3:329–349. Van de Noort Robert. 2003. An Ancient Seascape: The Social Context of Seafaring in the Early Bronze Age. World Archaeology 35.3:404–415. Further Readings: Look up The Blue Mud Bay Case in the Northern Territory 2008: http://www.nntt.gov.au/News-and-Communications/Newsletters/State-E-Newsletters-Archive/Documents/State%20e-newsletter%20NT%20Oct%202008%20-%20attachment.pdf Look up the recent ruling for Torres Strait Native Title Sea Claim 2002: http://www.nntt.gov.au/Mediation-and-agreement-making-services/Documents/Torres%20Strait%20Native%20Title%20Sea%20Claim.pdf Week 7 Lecture: Indigenous Watercraft Combined Tutorial: Film: César's Bark Canoe (the building of an Indigenous watercraft) Weekly Readings: Wheeler, Ryan J., James J. Miller, Ray M. McGee, Donna Ruhl, Brenda Swann and Melissa Memory. 2003. Archaic Period Canoes from Newnans, Florida. American Antiquity 68.3:522–551. Adney, Edwin T. and Howard Chapelle 1983. The Bark Canoes and Skin Boats of North America. Smithsonian Institution Press. Chapters 1&2. Des Lauriers, Matther R. 2005 The Watercraft of Isla Cedros, Baja California: Variability and Capabilities of Indigenous Seafaring Technology along the Pacific Coast of North America. American Antiquity 70.2:342–360. Week 8 Lecture: Maritime Infrastructure Separate Tutorial: Student Presentation and Discussion Weekly Readings: Pollard, E. 2008. Inter-Tidal Causeways and Platforms of the 13th- to 16th-Century City-State of Kilwa Kisiwani, Tanzania. International Journal of Nautical Archaeology 37.1:98–114. McCarthy, Celia. 1999. Training Walls and Ferry Slips are Not Sexy Lingerie. In Adriane Askins Neidlinger and Matthew A. Russell (eds), Underwater

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Archaeology, pp. 11–16. Uniontown, Pennsylvania, Society for Historical Archaeology. Stylegar, Frans-Arne and Oliver Grimm. 2005. Boathouses in Northern Europe and the North Atlantic. International Journal of Nautical Archaeology 34.2: 253–268. Semester Break Week 9 No Class: Work on your assignments Week 10 Lecture: Prehistoric submerged sites archaeology: Florida’s case studies Separate Tutorial: Student Presentation and Discussion Weekly Readings: Benjamin, Jonathan. 2010. Submerged Prehistoric Landscapes and Underwater Site Discovery: Reevaluating the ‘Danish Model’ for International Practice. Journal of Island & Coastal Archaeology 5:253–270. Faught, Michael K. 2002. Submerged Paleoindian and Archaic Sites of the Big Bend, Florida. Journal of Field Archaeology. 29.3/4:273–290. Faught, Michael K. 2004. The Underwater Archaeology of Paleolandscapes, Apalachee Bay, Florida. American Antiquity 69.2:275–289. Little Salt Spring Underwater Archaeology project homepage: http://www.rsmas.miami.edu/groups/little-salt-spring/ Clausen, C.J., A.D. Cohen, C. Emiliani, J.A. Holman & J.J. Stipp. 1979. Little Salt Spring, Florida: A Unique Underwater Site. Science 203.4381:609–614. Week 11 Lecture: Aircraft Underwater Separate Tutorial: Student Presentation and Discussion Weekly Readings: Cooper, David J. 1994. In the Drink: Naval Aviation Resources and Archaeology. Underwater Archaeology, Proceedings from the Society for Historical Archaeology Conference, Vancouver, British Columbia, pp.134–139. Rodgers, Bradley A., Wendy M. Coble and Hans K. van Tilburg. 1998. The Lost Flying Boat of Kaneohe Bay: Archaeology of the First U.S. Casualties of Pearl Harbor. Historical Archaeology 32.4:8–18.

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Further Readings: Coble, Wendy M. The Badin Bomber. http://www.history.navy.mil/branches/org12-6g.htm

Listen to the two podcasts online. http://splash.wessexarch.co.uk/2008/02/18/podcast-aircraft-crash-sites-at-sea-part-one/ http://splash.wessexarch.co.uk/2008/02/18/podcast-aircraft-crash-sites-at-sea-part-two/ Read the Wessex report. http://blogs.wessexarch.co.uk/aircraftcrashsitesatsea/ Week 12 Lecture: The Archaeology of American whaling shipwrecks Combined Tutorial: Film: Into the Deep Weekly Readings: Raupp, Jason and Kelly Gleason. 2010. Submerged Whaling Heritage in Papahānaumokuākea Marine National Monument. Bulletin of the Australasian Institute for Maritime Archaeology 34:66–74. Kugler, Richard C. 1971. The Penetration of the Pacific by American Whalemen in the 19th Century. In The Opening of the Pacific—Image and Reality. National Maritime Museum Maritime Monographs and Reports No. 2. Greenwich, London. Week 13 Lecture: Deep-water Archaeology Separate Tutorial: Student Presentation and Discussion Weekly Readings: Adams, Jonathan. 2007. Alchemy or Science? Compromising Archaeology in the Deep Sea. Journal of Maritime Archaeology 2.1:48–56. Dellaporta, Katerina, Marek E. Jasinski and Fredrik Søreide. 2006. The Greek-Norwegian Deep-Water Archaeological Survey. International Journal of Nautical Archaeology 35.1:79–87. Søreide, Fredrik. 2000. Cost-Effective Deepwater Archaeology: Preliminary Investigation of Trondheim Harbour. International Journal of Nautical Archaeology 29.2:284–293. Stemm, Greg. 1996. The Key to Davy Jones Locker: The Future of Deep Ocean Shipwreck Exploration. Internet: http://www.shipwreck.net/dj1.php

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WARNING: THIS IS WRITTEN BY THE OWNER OF A COMMERCIAL SALVAGE/TREASURE HUNTING COMPANY. Week 14 Lecture: Pirates: The Archaeology of Piracy and What We Know Combined Tutorial: Come to tutorial prepared to discuss what we know about pirates from the archaeological record? How are sites easier or more difficult to identify? What types of evidence would we expect on such sites? What types of thematic studies would we benefit from applying to “pirate” sites? Weekly Readings: Ewen, Charles R. 2006. Introduction. In Russell K. Skowronek and Charles R. Ewen (eds), X Marks the Spot: The Archaeology of Piracy, pp. 1–12. Gainesville, University Press of Florida. Hamilton, Donny L. 2006. Pirates and Merchants: Port Royal Jamaica. In Russell K. Skowronek and Charles Ewen (eds), X Marks the Spot: The Archaeology of Piracy, pp. 13–30. Gainesville, University Press of Florida. Lusardi, Wayne R. 2006. The Beaufort Inlet Shipwreck Artifact Assemblage. In Russell K. Skowronek and Charles Ewen (eds), X Marks the Spot: The Archaeology of Piracy, pp. 196–218. Gainesville, University Press of Florida. Skowronek, Russell K. 2006. X Marks the Spot—Or Does It? Anthropological Insights into the Origins and Continuity of Fiction and Fact in the Study of Piracy. In Russell K. Skowronek and Charles Ewen (eds), X Marks the Spot: The Archaeology of Piracy, pp. 282–298. Gainesville, University Press of Florida.

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______________________________________________________________ INFORMATION ABOUT ASSESSMENT ASSESSMENT SUMMARY Assignment 1 – Reading Summaries Supervised Graded Yes Weighting 20% Length 150 words (minimum) Due date Monday at 4pm each week Assignment 2 – Essay 1 Unsupervised Graded Yes Weighting 40% Length 1500 words Due date Thursday 5 September 2013, 4pm Assignment 3 – Essay 2 Unsupervised Graded Yes Weighting 40% Length 1500 words Due date Thursday 24 October 2013, 4pm ASSIGNMENT DETAILS Assignment 1 – Reading Summaries (20%) All students will be required to write a summary of the week’s readings each week consisting of 150-350 words in well-written and polished paragraphs (no dot points or notes with unfinished sentences!). All summaries are to be submitted by the due date and time via the FLO website. Assignment drop boxes have been created for all weeks. Please familiarize yourself with this process early in the semester. Summaries should be uploaded by 4pm on the Monday of each week (weeks 2 to 14). Extensions will NOT be granted without a medical or councillor certificate or note presented within one week. Students who complete all 10 summaries will receive 40% and for each summary not posted by the deadline will lose a percentage of those points. Assignment 2 – Essay 1 (40%) An essay of 1500 words will be due on Thursday 5 September 2013, 4pm (Week 6). The essay should be concise, well written and well edited. Word limit must be within 10% (150 words) of word count. Each additional or missing word will accrue penalties. The essay should answer the following question: Define underwater and coastal archaeologies. Where/how do these archaeologies intersect? Provide examples of the types of research and specific sites that comprise these archaeologies. What are some of the advantages and limitations of studying these sites?

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Please make sure you include the following:

1) Your name 2) Word count 3) Page numbers 4) Staple pages together 5) 1.5 spaced 6) No need for cover page (save a tree) 7) Keep a copy of your paper

All essays must be properly referenced using the SAA Style Guide. http://www.saa.org/AbouttheSociety/Publications/StyleGuide/tabid/984/Default.aspx. No illustrations or graphs please. You will be expected to consult at least 10 references for an essay of this length. NO MORE than two Internet references may be used, unless the topic coordinator gives approval. Your essay should go through a careful process of editing and checking to ensure that it is free of grammatical and spelling errors. Marking of written work will take into account the quality of expression as well as content. Please refer to: http://ehlt.flinders.edu.au/humanities/exchange/style/index.html for help in organizing your essay. Assignment 3 – Essay 2 (40%) Please see above instructions under Essay 1. This essay is due on Thursday 24 October 2013 by 4pm (Week 11). The essay should answer the following question: What is the archaeological potential of any type (i.e. sunken cities, aircraft, harbours, ships of war, jetties, etc.) of underwater or coastal cultural heritage site? Discuss using case studies.

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______________________________________________________________ SUBMISSION AND RETURN OF ASSIGNMENTS FOR EXTERNAL STUDENTS ONLY All assignments for topics available through external delivery are to be submitted by the due date and time via the FLO website. Assignment drop boxes will be created for all assignments. Please familiarize yourself with this process early in the semester. FOR INTERNAL STUDENTS ONLY All essays are to be turned into the Assignment Office drop boxes by 4pm on the due date. http://www.flinders.edu.au/ehl/humanities/information-for-students/ Please familiarize yourself with this process early in the semester. Do not put any assignments in my pigeon hole, under my door, email, or hand them to me personally. I will not accept them. If I do find them, when I find them, I will take them to the Assignment Office to be stamped at that time. Due date The due date refers to the date for submission of your assignments. Submitted assignments/materials must be postmarked or officially franked/dated on or before that date. Penalties No reading summaries will be accepted late. Where essays are presented late (that is, after the due date and time) a late penalty of 2% per day will apply. Essays without approved medical or counsellor extensions will not be accepted after two weeks following the deadline at which point they will be recorded as a “0”. For example, the essay will not be accepted after Thursday 7 November 2013, 4pm. Extensions Extensions will NOT be given without a medical certificate or counsellor’s letter – NO EXCEPTIONS. It is the student’s responsibility to complete the extension form and obtain approval from the topic coordinator or tutor BEFORE the due date. Completed forms (along with the support documentation) must be submitted to the Undergraduate Office – Rm. 252 Humanities. Extension forms can be downloaded here: http://www.flinders.edu.au/ehl/humanities/information-for-students/ Return of Assignments Essays will be returned within two weeks of submission. Essays are to be collected from the Assignment Office if you are internal. Essays will be emailed to you if you are external. General information regarding student policies and procedures The Flinders University Student Related Policies and Procedures Manual describes the University policy and procedures relating to assessment. This is available on the web at: http://www.flinders.edu.au/ppmanual/student/student_home.cfm?aaa

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______________________________________________________________ MORE ON ASSESSMENT

Final Grades 85–100 High Distinction HD 75–84 Distinction DN 65–74 Credit CR 50–64 Pass P 0–49 Fail F High Distinction (HD) - The grade will be awarded where there is evidence that a student has undertaken the required core work for the topic at a high level and considerable additional work in wider areas relevant to the topic, has demonstrated the acquisition of an advanced level of knowledge/ understanding/ competencies/ skills required for meeting topic objectives and passing the range of topic elements at the highest level. The student would normally have attained an in-depth knowledge of matter contained in set texts or reading materials and undertaken extensive wider reading beyond that which is required or expected. The student would have consistently demonstrated a high level of proficiency at applying a range of major academic debates, approaches, methodologies and conceptual tools and combining a knowledge of the subject matter of the topic with original and creative thinking. The grade will be awarded in recognition of the highest level of academic achievement expected of a student at a given topic level. A score in the range of 85–100 will be awarded. Distinction (DN) - The grade will be awarded where there is evidence that a student has undertaken all of the required core work for the topic at a high level and considerable additional work in wider areas relevant to the topic, has demonstrated advanced knowledge/understanding/competencies/skills required for meeting topic objectives and completing assessment exercises at a high standard. The student would normally have attained an advanced knowledge of matter beyond that contained in set texts or reading materials and have done considerable wider reading, and have demonstrated a broad familiarity with and facility at applying a range of major academic debates, approaches, methodologies and conceptual tools. The grade should reflect very high quality work which shows the student generally works at a level which is beyond the requirements of the assessment exercise and is developing a capacity for original and creative thinking. A score in the range of 75–84 will be awarded.

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Credit (CR) - The grade will be awarded where there is evidence that a student has undertaken all of the required core work for the topic and additional work in wider areas relevant to the topic, and has demonstrated a sound level of knowledge/understanding/competencies/skills required for meeting topic objectives and completing assessment exercises at a proficient standard. The student would normally have attained a sound knowledge of matter contained in set texts or reading materials and have done wider reading, and demonstrated familiarity with and the ability to apply a range of major academic debates, approaches, methodologies and conceptual tools. Students should have a reasonable opportunity of reaching this grade provided they have completed all course requirements, demonstrated proficiency in the full range of course objectives and shown considerable evidence of a sound capacity to work with the range of relevant subject matter. A score in the range of 65–74 will be awarded. Pass (P) - The grade will be awarded where there is evidence that a student has undertaken the required core work for the topic and has demonstrated at least an adequate level of knowledge/understanding/ competencies/skills required for meeting topic objectives and satisfactorily completing essential assessment exercises. The student would normally have attained an adequate knowledge of matter contained in set texts or reading materials, and demonstrated familiarity with major academic debates, approaches, methodologies and conceptual tools. A score in the range of 50–64 will be awarded. Pass is the highest grade which can be achieved in a supplementary assessment granted on academic grounds. Fail (F) - The grade will be awarded if a student is unable to demonstrate satisfactory academic performance in a topic or has failed to complete essential topic elements or required assessment tasks at an acceptable level, in accordance with topic objectives. A score in the range of 0–49 will be awarded.

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__________________________________________________________________ INCLUSIVE LANGUAGE

Please note that the terms ‘Indigenous’, ‘Indigenous Australians’ and ‘Indigenous people’ are now gaining increasing currency as inclusive terms.

Gender Neutral Language As a part of Flinders University policy, you are required to use gender neutral language in all written work. Failure to use gender neutral language will be regarded as an expression error and may cause a paper to be returned unmarked for correction. Further guidance on the use of gender neutral language is available in the booklet entitled, ‘How to communicate in gender neutral language’ produced by the Equal Opportunity Unit of the University of South Australia. A copy has been placed on reserve in the library.

USING THE WEB AS A RESOURCE The World Wide Web is a rich source of information. The Archaeology page on the Flinders University web site contains a link to many available electronic resources. The materials available here are constantly increasing in quantity and broadening in nature and scope. You are encouraged to make a critical use of electronic resources and to evaluate the suitability of websites for your study. Evaluating Web Pages Not every web page is suitable as a resource for scholarly work. The next time you find a web page that you would like to cite in an assignment, ask yourself the following questions; • Who wrote/published the web page? • Is the person known in the field? Are they part of a well-known

organisation? • Why did they write or publish it? • Are they trying to sell something, influence your point of view or examine

issues? • When was it last updated? • Is the material maintained, or left on the web without alteration? • Can the information be verified through reputable sources? • Does the web page contain information that makes sense in terms of what

you have already read on a topic? Are the basic facts correct? • If the page is written by someone in the field, is not trying to sell you

something or present only one point of view, and is up to date and factual, then it is probably appropriate to cite it in your assignment. If it does not satisfy any of these criteria, ask yourself if you must use the web page, or if the material could be found elsewhere.