1. INFUSING ARCHAEOLOGY INTO THE TEACHING OF HISTORY

3. 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:

6. An Archaeological Local Sequence

8. 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 BPPottery Circa 8000 BP Paleo Indians Nomadic Herd Hunters Circa 12000 BP Semi Nomadic

9. 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

10. 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

14. Site Report via Computer and Laser Transit

15. To Improve Awareness of Archaeological Methods and To Communicate Results of Archaeological Research Site Reports and Artifact Typology http://www.crowcanyon.org/EducationProducts/ElecFiel dTrip_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

16. http://webhost.bridgew.edu/c1hoffman/an410a.htm http://webhost.bridgew.edu/c1hoffman/an410a.htm An 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.php http://www.arrowheads.com/index.php/artifact-resources/index.php A site to research further descriptions of projectile points once you have the name Typology and Nomenclature: Types and Names Identifying Artifacts: Prehistoric and Historical Artifacts.

17. Artifact Typology An Alachua Point Range 5000-2000 BP

18. The Evolution of Projectile Point Typology

19. Flint Knapping Michigan Flintknappers: Terms and Methods http://www.onagocag.com/knapping.html 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/http://www.nativewayonline.com/ Flintknapper’s Photogallery https://www.msu.edu/~doneycar/fkpg/fkpg01.html 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

20. Bottle Manufacture and Typology http://www.historyforkids.org/learn /science/glass.htm Ancient Glass

21. Identifying Bottles One of the best sites for learning about and typing bottles from the historic period. http://www.sha.org/bottle/typing.htm http://www.sha.org/bottle/typing.htm Amazing Site for Use as a Student Resource in Archaeology http://www.archaeolink.com/ http://www.archaeolink.com/

22. 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.

23. 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

24. 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.

25. 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

26. 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.

27. Fine Arts Storytelling Subsistence Pattern Dancing-Games-Cooking-Dress Observable Material Elements May Include Behavioral Characteristics, i.e. Religion, Handshakes, etc. Surface Culture Deep CultureConception of Beauty – Ideals of Governing – Patterns of Raising Children Notions 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 Making Conception 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 Cooperation Patterns of Handling Emotions AND MUCH, MUCH MORE…

28. Cultural Anthropology-Ethnology Ethnography-Participant Observation Social Organization Subsistence Pattern Economic Pattern Political Organization Religion ETC.

29. Do these concepts inherently reinforce bias when we teach history? PRIMITIVE UNDEVELOPED/DEVELOPED RACE ETHNOCENTRISM/CULTURAL BIAS

30. 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/ http://sites.google.com/site/sustainablepreservation/ Preservation of Jamestown http://www.preservationvirginia.org/rediscovery/page.ph p?page_id=1 To Increase Site Preservations