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
An unscrupulous archaeologist by the name of Henirich Hochstetter excavated the Shoen-Tell site in Turkey in the late 1920s. Hochstetter was interested more in antiquities than in data, so he provided little substantive information tot eh professional community about his dig or his findings. However, a conscientious assistant of Hochstetter’s, Roxanne Browne, managed to collect detailed information on fifty of the burials Hochstetter plundered. Her data is
Wilfrid Laurier University has conducted an archaeological field school at Old Fort Erie in 2012, 2013, and 2015. The work has primarily been conducted by undergraduate students supervised by Teaching Assistants and Dr. John Triggs. This paper will be focused on the 2015 season, specifically nnit M, excavated by Joshua Graf. The artifacts recovered from the Unit have been catalogued and entered into an excel worksheet; pivot tables have also been created. These artifacts will be analyzed and statements will be made about the assemblage and its relation to the wider site.
When considering excavation methods, the location of the site has to be taken into account, as many archaeological methodologies can cause long-term damage to the site. So considering conservation strategies and methods is crucial. This directly applies to New Kinord, as the
The Repton Long Barrow sits between the parish church and the River Esk in Repton, Bluffshire, U.K. Last summer, I examined evidence for previous disturbance(s) of the site and assessed the extent to which the original Neolithic burial mound remained intact. I excavated two different sites on the mound, one on the east end and another on the west end of the barrow. While excavating and cleaning each of the sections, I recovered artifacts and human bones. I was also able to draw a stratigraphic profile of each excavation site. Using documentary sources pertaining to the Repton Long Barrow site to assist in my interpretation of the history, I was able to reconstruct the
Death by Theory, written by Adrian Praetzellis, is an engaging and informational book written in a novelistic way that engages the reader to think critically about archaeology. Compared to other forms of informational text about archaeology, Death by Theory teaches archaeological theory by telling a story that incorporates the different theories of archaeology in a realistic setting. While standard textbooks about the theory of archaeology can come off a bit dry, Death by Theory skips the standard definitions and applies this in a way that aids the reader in understanding how these theories and terms can be applied in an actual archaeological setting. This text illustrates the adventure of plucky archaeologist Dr. Hannah Green and her nephew Sean Doyle as they seek to explain an unusual archaeological site while dealing with real life archaeological struggles. The protagonists deal with an egotistical colleague of Dr. Green who sought her out as a consult on a particularly strange archaeological case. All the while dealing with cults, the media, and incompatible data.
Scotland has an abundance of archaeology all throughout the country and all within different parts of prehistory. Scottish archaeology has a big impact on both the rest of the UK and on the rest of Europe. Although during the beginning of the 20th century, archaeology was seen as nothing more than labour, with the help of the two great men which held ‘the Abercromby chair’ – both with their own contributions to Scottish archaeology as a whole – it soon rocketed into the discipline what we see today.
Kathleen’s first archaeological experience was in the Great Zimbabwe in Southern Rhodesia as a photographer where she was joined by Gertrude Caton-Thomson. This expedition had been made possible by her father’s facilitation and connections along with Margaret Fry’s persuasion. As she would prove useful on this excavation, being both industrious and reliable, her duties would expand beyond taking pictures to overseeing the workers assisting at the site. After she returned to England, at the completion of the Zimbabwe expedition, Kathleen joined Sir Mortimer Wheeler’s staff at his excavation at Roman Verulamiun (St. Albans), north of London. While there she would study Wheeler’s method of stratigraphic excavation. Wheeler’s findings were based on the concept developed by geologist William Smith where materials accumulate on a site through a sequence of layers that explain the historical timeline
In the realm of archaeology, beginning in the fall of 2016, I have performed research for Kacy Hollenback, PhD, at Southern Methodist University. Dr. Hollenback is a Northern Plains Indian archaeologist who hired me to assist her with a project analyzing soil samples taken from the floors of Hidatsa earth lodges in North Dakota. Her goal in collecting these samples is to determine where within each earth lodge household activities occurred. Based on the chemical content of the soil cores, Dr. Hollenback hopes to deduce where the food was prepared, where the residents slept, where the rituals were performed and where weapons were sharpened, among other activities. She collected the samples from an earth lodge along the Knife River in North Dakota. This earth lodge was in the same settlement that was originally the historic Sakakawea’s home.
Archaeologists are now able to come together with natives and learn about the past as a team, getting more insight into ceremonials, traditions, sacred ritueals, everyday workings, and lifestyles of native peoples. Respecting the grounds and artifacts of these indigenous people is respecting their heritage- our universal heritage. The unfolding of information allows archaeologists to gain perspective on the people and land before the white
The purpose of a Stage 3 assessment is to asses the cultural heritage value or interest of each archaeological site identified in a Stage 2 assessment, to determine whether it has been sufficiently documented or if further measures are required to protect or document the site fully. In the case of this Stage 3 assessment, two sites will be considered. Site 1 is a small pre-contact site located on a prominent sandy knoll in a ploughed field. Site 2 is a large pre-contact site located in a ploughed field. Both sites suggest pre-contact habitation as a result of having found pre-contact artefacts on the subject properties. The objectives will be to determine the extent of the archaeological site and the characteristics of the artefacts, to collect a representative sample of artefacts, to assess the cultural heritage value or interest of the archaeological site, and to determine the need for mitigation of development impact and recommend appropriate strategies for mitigation and future conservation. For the purpose of this Stage 3 proposal, I
Science plays a major role in assisting archaeologists and researchers reconstruct the past. In the case of Ötzi, scientific research resulted in magnificent findings and continues to make great finds and extract evidence from the body and the equipment found with it.
Carter’s methodology for the excavation was that of maintaining records for each artefact and that every artefact that was brought out of the tomb was preserved appropriately. Carter methodology involved the referencing of every item found, where it was found in the tomb, preservation of the item and its conservation. Photographs were also taken of the artefacts
Looking at an artifact’s physical attributes is always the first step to uncovering the archaeological significance
The goal of the study was to engage students not only in the curation process, but in the interpretation and appreciation of the San Fernando Valley’s dynamic past. Through an engaged assessment of the 30 to 40 year old collections, students were able to look beyond preconceived notions of the Valley’s past. They explored the provenience of the assemblages to understand how archaeologists make associations between material remains and sociocultural contexts.
An enormous amount of planning and research go into the excavation of an archaeological site. Before any kind of digging can take place, an initial survey of the area of interest must be completed. Once it has been confirmed that there are indeed fossil beds present, months of careful strategizing follow before ground is finally broken. After the real digging begins, the painstaking process of unearthing and meticulously cataloging artifacts that are found ensues. All of this must take place before the laborious process of analyzing and then dating these newfound artifacts can happen. From this point, archaeologists are able to begin the fascinating, and often times difficult journey to discover an artifact’s age.