infusing archaeology into the teaching of history
TRANSCRIPT
INFUSING ARCHAEOLOGY INTO THE TEACHING OF HISTORY
Archaeology in Educational Programs
• to teach about archaeological methods and preservation
• to understand history through archaeological research and reports
• to increase appreciation for other cultures
Archaeologists have at least four reasons for working with educators to include archaeology in schools:
An Archaeological Local Sequence
Woodland Period
Archaic Hunters and Gatherers
Circa 2000 BP
Circa 1000 BP
Cultivating Grasses, Bow and Arrow
Raising Corn, Beans and Squash
An Archaeological Local Sequence
Circa 3000 BP Pottery
Circa 8000 BP
Paleo Indians Nomadic Herd Hunters
Circa 12000 BP
Semi Nomadic
Archaeological Field Work
Weeks 2-5: Work in teams and each team will excavate within a specific quadrant. Work is based on historical research and the results of the geophysical survey. • Prepare the site for excavation• Excavate according to stratigraphy or "arbitrary" levels• Describe the sediments and soils, collect archaeobotanical samples• Perform detailed note taking• Take accurate measurement and create scale drawings• Use field photography• Do mapping with a computerized laser transit and a highly accurate GPS locational device.
Week 1:Historical and cultural orientation followed by fieldwork at the site. Conduct a survey of the site.Remote sensing: Ground Penetrating Radar, Metal Detectors, Satellite Imagery
Research and Lab Work
Weeks 6-10:Processing of archaeological information. • Identify and catalog artifacts, faunal material, seeds and pollen• Create an associated research catalog and database to be used in analyzing the significance of the evidence uncovered• Write a Site Report
Site Report via Computer and Laser Transit
To Improve Awareness of Archaeological Methods and To Communicate Results of
Archaeological Research
• Site Reports and Artifact Typologyhttp://www.crowcanyon.org/EducationProducts/ElecFieldTrip_CRP/index.asp
http://www.phillyarchaeology.org/reports/index.htm
http://www.comp-archaeology.org/CA_Web_Reports.htm
Google Archaeological Site Reports for
Other Research Reports and Web Quests
http://webhost.bridgew.edu/c1hoffman/an410a.htmAn excellent site to type the points and visualize what the points
look like. Works for New England and New Jersey as well.
http://www.nysm.nysed.gov/pubsforsale/detail.cfm?pubID=4864
A Typology for New York Projectile Points. Works for New Jersey as well.
http://www.arrowheads.com/index.php/artifact-resources/index.phpA site to research further descriptions of projectile points once you have the name
Typology and Nomenclature:
Types and NamesIdentifying Artifacts: Prehistoric and Historical Artifacts.
This point was named by Ripley P. Bullen and Edward M. Dolan (1959:77) for Alachua
County, Florida.
PRE F ORM: Broad and triangular, having convex sides and a straight to slightly convex basal edge.
GENERAL DESCRIPTION: A thick medium t o large point with a nearly straight to
contracting stem and a straight to slightly concave basal edge. The blade is
broad and triangular and may have straight to slightly convex edges.
Shoulders ace broad and angular. The junc ture between stem and blade is
usually well rounded.
AGE AND CULTURE: This type begins in late Middle Archaic and continues into the
Late Archaic period. Dates suggested range from 5000 B.C. to 2000 B.C.
DISTRIBUTION: The type is found from Florida to southern Georgia.
COMMENTS: This type has been divided into four variants. The earliest, the Putnam
point, has a contracting stem with a rounded base. The other three points, the
Alachua (Figui -e A), the Levy (Figure B), and the Marion (Figure 0, seem to be
variants of the same po int. Their major difference is a minor variation in the
stem, which ranges from nearly straight to c ontracting and has a straight
to slightly concave or c onvex basal edge.
Bullen, Ripley P. and Edward M. Dolan 1959 The Johnson Lake Site, Marion Cou nty, Florida. The Florida
Anthropologi st 12(4).
ALACHUA
Artifact Typology
An Alachua Point
Range 5000-2000 BP
The Evolution of Projectile Point Typology
Flint Knapping
Michigan Flintknappers: Terms and Methods http://www.onagocag.com/knapping.html
Flintknapping supply houses
http://www.flintknappingtools.com/
http://www.neolithics.com/knaptoolands.html
To purchase reproductions and further classroom application materials http://www.nativewayonline.com/
Flintknapper’s Photogallery https://www.msu.edu/~doneycar/fkpg/fkpg01.html
Flintknapping How to Guide
http://www.uiowa.edu/~osa/learn/ancient/flint.htm
http://www.youtube.com/watch?v=nyuzh1uaSf4 Video source for demonstrations of flintknapping
Bottle Manufacture and Typology
http://www.historyforkids.org/learn/science/glass.htm
Ancient Glass
Identifying BottlesOne of the best sites for learning about and
typing bottles from the historic period. http://www.sha.org/bottle/typing.htm
Amazing Site for Use as a Student Resource in Archaeology http://www.archaeolink.com/
Teaching the Appreciation of Other Cultures
http://www.youtube.com/watch?v=J0VBnrIkAtA
The Nuer
The Nuer (also known as the Nei Ti Naath) are a confederation of tribes located in Southern Sudan and western Ethiopia. Collectively, the Nuer form one of the largest ethnic groups in East Africa. They are a pastoral people who rely on cattle products for almost every aspect of their daily lives.
What is Anthropology?
Physical Anthropology
• Primatology: The study of primates.
• Paleoanthropology: The study of human evolution
• Human Variation Studies: The study of the physical differences in humans.
Cultural Anthropology: A.K.A.
Ethnology
• Ethnography: A.K.A. Participant Observation
• Linguistics
• Archaeology
What is Culture?
The Culture Concept: Culture is understood as the learned body of knowledge, beliefs, and
customs that people use to organize their natural and social environments.
Material Traits
• Tools
• Clothing
• Housing
• ETC.
Non-Material Traits
• Attitudes
• Behaviors
• Beliefs
• ETC.
Culture: No overall consensus as to its meaning…over 300 definitions.
• An Autonomous Population Unit• Distinct Cultural Characteristics• Shared Traditions
Problems:
• Cannot Define Cultural Boundaries
• Cultures are Not Closed and Self-Contained
• Cultures are in Constant Contact and Change
• Cultures are Provisional and Transitory
• Many are Extinct
Culture is a Survival Mechanism
• An infinite variation in cultural expression, but each meets a certain need – Food, Shelter, Resolve Conflict, Solace, etc.
• A blueprint of our customs and ideas for living. • It is packaged and delivered by symbols. • It is pervasive - we are often unaware but it surrounds and envelops us. • Items and ideas meld together and make sense.
Fine ArtsStorytelling
Subsistence PatternDancing-Games-Cooking-DressObservable Material Elements
May Include Behavioral Characteristics,i.e. Religion, Handshakes, etc.
Surface Culture
Deep CultureConception of Beauty – Ideals of Governing – Patterns of Raising ChildrenNotions of Modesty – Cosmology – Relationship to Animals
Patterns of Superior/Subordinate Relations – Courtship Practices Conception of Justice – Incentives to Work – Notions of Leadership
Tempo of Work – Patterns of Group Decision MakingConception of Status Mobility (Class, Caste, etc.) – Eye Behavior
Roles in Relation to Status by Age, Sex, Class, Occupation, Kinship, etc.Conversational Patterns in Various Social Contexts – Conception of Past and Future
Nature of Friendship – Conception of Self – Preference for Competition or CooperationPatterns of Handling Emotions
AND MUCH, MUCH MORE…
Cultural Anthropology-Ethnology
Ethnography-Participant Observation
• Social Organization
• Subsistence Pattern
• Economic Pattern
• Political Organization
• Religion
• ETC.
Do these concepts inherently reinforce bias when we teach history?
PRIMITIVE
UNDEVELOPED/DEVELOPED
RACE
ETHNOCENTRISM/CULTURAL BIAS
Archaeology Sites are Non-renewable Resources.
Excavation Destroys the Site.
New Technologies are Being Developed to Allow for Preserving Sites Without Excavation.
The Sustainable Preservation Initiative http://sites.google.com/site/sustainablepreservation/
Preservation of Jamestownhttp://www.preservationvirginia.org/rediscovery/
page.php?page_id=1
To Increase Site Preservations