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Shoebox Log Analysis

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Multiple educational institutions have long since sited the value of hands on activities. Included in this is the value that hands on lab activity can provide for students in an introductory archaeology undergraduate course. I aim to outline how to conduct a shoebox style dig that has been adapted for use in a undergraduate setting allow for students to gain a further understanding of artefact context, taphonomic conditions and stratigraphy. Taking this one step further from the traditional shoebox dig such as the one BROWN this activity incorporates aspects of the reconstruction of artefacts. All of the topics addressed in this activity are a part of any standard introduction to archaeology course. Thus this activity serves a variety of purposes, …show more content…

During undergraduate programs, students are more easily granted fieldwork access creating the realistic conditions Brown agues that a non-transparent dig creates. However as was shown when conducted at Adelphi University, the transparency of the boxes do not take away from the challenge or process of excavation rather it allows students to visualise a concept in a controlled setting without factoring natural disruptions as can be seen during excavations in the field. Thus while Browns activity does contain elements which I have incorporated, I have decided to stick with how this activity was conducted using the clear boxes to allow for a visual representation of a stratagraphic profile. This is a concept that is heavily incorporated into numerous activities almost all of which are aimed and children ranging from K2-14. By limiting these activities to children of this age, institutions are unable to build upon and apply more complex ideas and concepts as well as the analytical aspect of excavations and data recording. Concepts not normally covered under the national curriculum are studied in depth during undergraduate classes thus allowing for students to apply what they learn in class to a controlled and hands on activity. Further, the resources available to higher education institutions allow for instructors to take advantage of the resources not normally available. Further, lecturers have the flexibility of making these as simple or complex as they wish, all while being able to maintain some level of control over the excavation; something that cannot be done as easily when on site due to the unpredictable nature of fieldwork. Thus this should be seen as a

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