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Archaeology: A Window to the Past?
By Maureen Malloy
Edited by Lisa Kissinger and Jerome Bird
Illustrations by Robert Randle
Objectives:
At the completion of this lesson students will be able to:
- Define archaeology.
- Describe the education and training needed to become an
archaeologist.
- Use the Internet to find out more about archaeology in Maryland
- Explain some of the ways that the environment influenced the
development of Native American culture in Maryland
- Explain how archaeologists use artifacts to help understand past
cultures.
Maryland Learning Outcomes:
Science
Nature of Science
- Students will demonstrate the ability to
interpret and explain information generated by exploration of
scientific phenomena.
Processes of Science
- Students will demonstrate the ability to
employ the language, instruments, methods, and materials of science
for collecting, organizing, interpreting, and communicating
information.
Applications of Science
- Students will demonstrate the ability to
apply science in solving problems and making personal decisions about
issues affecting the individual, society, and the environment.
Social Studies
Peoples of the Nation and the World
- Students will demonstrate an
understanding of the history, diversity, and commonality of the
peoples of the nation and the world, the reality of human
interdependence, the need for global cooperation, and a multicultural
perspective.
Student Worksheets:
Other Materials:
- A map of Maryland
- A basket containing: a shell, rock, chicken bone, walnut, penny,
pencil, and soda can.
- Drawings of Native Americans by Theodore De Bry: to be used by students
to show to the class to illustrate their verbal Site Reports to the
class.
Key Web Sites Referenced in this Lesson:
Teacher Background Information:
What is Archaeology?
Archaeology is the scientific study of past human activity. People
often think archaeologists dig up dinosaurs. But archaeology deals
only with the HUMAN past.
Archaeologists locate and excavate the remains of past human activity
- called archaeological sites. This evidence of human activity found
on sites falls into two main categories.
- Artifacts are objects that were made or used by people - things like
tools, weapons, clothing, or food.
- Features are "non-portable" artifacts - things like stains in the
soil that indicate to archaeologists where buildings or fences once
existed. Once the original material has decomposed, a stain in the
soil may remain.
Artifacts are often found in features. Common features found on
archaeological sites in Maryland are: trash pits that are indicated by
soil stains, and may contain things like plant and animal remains, and
broken pottery; post holes - circular stains in the soil that indicate
where fence posts, or other structures once existed; and graves or
burial sites.
Archaeologists analyze artifacts and features to better understand the
culture, or way of life, of the people who left them behind.
Archaeologists are often compared to detectives who carefully collect
evidence and analyze it to determine what has happened at a particular
time and place.
10,000 Years of Maryland Prehistory
Archaeologists call the period of time before written historical
records exist, prehistory (before written history) or the prehistoric
period. The native peoples in what is now Maryland did not have a
written language. But archaeologists have clear evidence that native
peoples inhabited Chesapeake Bay region for at least 10,000 years
before the first permanent European settlement was established at St.
Mary's City in 1634. The evidence from this long occupation of what
is now Maryland by native peoples is studied by prehistoric
archaeologists. Almost everything that is known about Maryland's first
inhabitants is the result of archaeologists' systematic study of this
period.
The period of 1634 to the present, for which consistent written
records exist, is called the historic period and is studied by
historical archaeologists. Historical archaeologists use written
records, in addition to finding sites, artifacts, and features, to
study past cultures. These written records include things like
diaries, court documents, wills, land ownership information, and
inventories of possessions.
Though most people think of archaeologists as studying exotic cultures
such as ancient Egypt, or early human fossils from east Africa,
archaeology is actually a process that can be used to study human
behavior from any period of time.
The Process of Archaeology - or How Do Archaeologists Know Where to
Dig?
Archaeologists, like all scientists, begin with a research question
they want to answer and follow the scientific method. This research
question will determine where they go to look for answers.
Of course, archaeologists and non-archaeologists alike sometimes find
sites completely by accident. It is important for non-archaeologists
to report sites they find to the State Office on Archaeology so this
important information can be recorded.
When archaeologists want to study an area to see if it contains any
sites, they will usually use a technique called a survey. To survey
an area is to explore it systematically for evidence or sites. Large
areas are divided into grids, and the surface of the area is searched
systematically. Sometimes a series of small, shallow pits, called
shovel test pits are dug to sample an area for the presence of sites.
When an archaeologist finds artifacts, the artifacts are collected and
labeled so they can be studied later. Their location is recorded
precisely on a map. The location of artifacts and features on a site -
the context- is critical to interpreting them later on.
Excavation
When archaeologists find a site, it is recorded with the State Office
of Archaeology or Historic Preservation. In Maryland, this is part of
the Maryland Historical Trust, located near Annapolis. Very few sites
are ever excavated. It is too costly and time-consuming to excavate
sites unless they are very important and are threatened by destruction
because of construction activity. When a site is excavated, only a
portion of it is actually excavated.
A series of test units, often 1 meter by 1 meter square are measured
out on a grid across the site. Archaeologists remove soil very slowly
and very carefully with a small trowel. All of the soil is "sifted"
through a screen, usually of 1/4" mesh, to recover any very small
artifacts that might have been missed. The removal of soil needs to be
this careful so objects do not get broken or moved out of their
original location. In addition, archaeologists are looking for subtle
changes in the color and texture of the soil that may indicate a
feature. All of the artifacts found are carefully bagged with their
exact location noted. Features are carefully drawn and photographed
before, during, and after excavation.
These small test units are often enlarged as work progresses and
artifacts or features are encountered. Archaeologist will dig down
until they are no longer finding cultural materials. When they are
through excavating a unit, they draw the profile of each wall,
photograph it, and then fill it all back in with the soil that has
been removed and sifted.
In order to excavate a site, archaeologists must, in a sense, destroy
it. In other words, it can never be reconstructed again after it has
been excavated. That is another reason why excavations are not done
unless the research value is great enough to justify destroying the
site.
Interpreting A Site
Although it is exciting to find a site, and excavate it, much of the
actual fieldwork is tedious. Archaeologist may survey an area for many
days or weeks and find little or nothing. They work out of doors in
all weather, which can also be hard. Many people are surprised to
find this out because the Hollywood version of archaeology is quite
different than the reality of most digs.
A rule of thumb used by archaeologists is that for every hour spent in
the field, archaeologists spend at least 3 hours in the lab. The
laboratory analysis of the materials from a site is the where real
meaning of what has been found is determined. After washing,
labeling, and cataloging the artifacts from a site, archaeologists may
run a variety of statistical tests to look at how the materials are
distributed on a site. They may send materials out to a lab that
specializes in dating archaeological materials. Charcoal, for example,
can be used for radiocarbon, or C 14, dating. Because all living
things contain carbon 14, which converts into another form of carbon
at a constant rate once an organism dies, analysis can measure the
amount of C12 in a sample to determine how long ago a living organism
died - therefore, approximately how old it is.
Other types of analysis include soil analysis, where the presence of
specific chemicals in the soil can provide evidence of a specific type
of behavior. Potassium, for example, is produced in fireplaces from
wood ash. Potassium in the soil may indicate where people were
sweeping their fireplace ashes. Calcium is left in the soil when
bones or shells decay. Therefore, the presence of calcium may be an
indicator of where food trash deposits were located. Archaeologists
work with a variety of scientists in other fields to study the complex
evidence they collect. The field becomes more sophisticated all the
time. Infrared photography may be used to help locate sites. Complex
computer programs are developed to analyze sites and materials.
In the end, however, it is how an archaeologist interprets what he or
she has found that is up to the individual alone. Just as no two
people would describe an event they both witnessed in exactly the same
way, no two archaeologists would interpret a site in exactly the same
way. Archaeologists write site reports to report their findings to
the archaeological community. They present these at conferences and
meetings. They may write scholarly or popular books to explain their
research and ideas.
How Do You Become an Archaeologist?
Archaeologists are trained in a college or university where they
typically receive a degree in anthropology, the study of humankind.
To become a professional archaeologist also requires an advanced
degree (MA or Ph.D.) in anthropology with a specialization in
archaeology. An archaeologist learns the techniques of archaeology,
as well as laboratory analysis of materials, in a field school.
Archaeologists typically write up their research findings in journals
or books, which they present at professional conferences.
Archaeologists are employed by some museums, colleges and
universities, as well as federal, state, and some county governments.
They are also employed in the private sector by engineering companies
and contract archaeology companies. Federal laws passed in the 1970s
require archaeological surveys to be conducted by professional
archaeologists whenever federal land is under construction or
development, or where federal tax dollars are funding construction or
development.
Treasure Hunters are not Archaeologists!
People who collect artifacts from archaeological sites for their own
collections are not archaeologists. By removing objects from a site
without recording their exact location robs them of their meaning.
Archaeological resources are much like natural resources - they are a
finite resource that is rapidly vanishing and can never be replaced.
Because of this, archaeologists excavate only a very few sites of all
the sites that are known to exist. And the objects from the sites are
carefully washed, drawn or photographed, and analyzed. Then they are
stored, often by a museum, so other researchers may also study them.
Just as we now teach our students to understand the importance of
valuing our precious natural resources, so, too, should we respect and
preserve our nation's cultural resources: these include archaeological
sites under the ground and under the water, as well as historic
houses, and other historic structures.
Write the word ARTIFACT on the board and ask the students if they know
what it means. Many students will think that things like fossils or
shark's teeth or dinosaur bones are artifacts. They are not! Get as
many definitions as you can without correcting the students. Then
pass around a basket in which you have put a few different objects.
Include some natural objects such a shells, rocks, animal bones (such
as a chicken bone) and nuts. Include some objects that have been made
by people, such as a penny, a pencil, and a Coke can. Ask students to
"vote" on each object: artifact or not an artifact. An artifact is any
object that was made or used by people. The coin, pens, and can, are
thus artifacts, even though they are not necessarily old. Artifacts do
not have to be old. The shells, bones, and nuts may not be
artifacts, just natural objects. However, on a site, they might be
found as evidence of the kinds of food people were eating. It is the
context in which objects are found that determines their meaning.
This is a central principle of archaeology.
Tell the students that the archaeology lesson that follows is a story
about a family who visits Jefferson Patterson Park and Museum to
volunteer on an archaeological site and to learn more about
archaeology. This is something they can do, too. There are four
activities within the story that they will complete to learn more
about archaeology. They will look at artifacts to determine what they
were used for. At the end of the lesson, they will share their
findings with the class.
Lesson Development
Though students can work individually, it is better to divide the
class into small groups that can work at the computer together. They
will complete four activities guided by Worksheets. Students can
complete the culminating activity, writing the Site Report, away from
the computer. Once they have written their Reports as teams, the
students should share their Reports with the rest of the class, using
the John White drawings to illustrate it.
To conclude the lesson, review the story of Lana Brown, Mrs.
Patterson, and the Founding of Jefferson Patterson Park and Museum
with the class. Ask them to think of ways in which the actions of a
single person, like Lana Brown, have had an impact on the preservation
of historic resources. Ask them to brainstorm ways in which they can
help preserve historic resources.
Thoughtful Application
Activity #4, writing the Site Report, is the culminating activity to
tie together the previous three activities. In this final Report, the
students summarize the environmental information, artifacts, and
features they have seen, and interpret what it means about the Native
Americans who lived at the sites. It is important that you stress
that there are no right or wrong answers. Their Report should 1)
refer back to all of the information about the site that they have
been given: environment, artifacts, and features. And 2) use this
information as evidence to support their final paragraph that asks
them to use this evidence to interpret "what was happening here?"
Point out that archaeologists do the same thing. They interpret to
the best of their ability based on the information they find. Later
excavations or research may add new information and change the
previous conclusions - this happens all the time and is part of a
dynamic process.
Children's Literature/Book References on This Topic
- The First People of Maryland, Hettie Boyce Ballweber, Maryland
Historical Trust,
Lanham, MD, 1987
- Archaeology!, Hettie L. Ballweber, Maryland Historical Press, Lanham,
MD, 1996
- Archaeology for Young Explorers, P. Samford and D. Riblett, The
Colonial Williamsburg Foundation
- Usborne Young Scientist: Archaeology, Usborne Publishing Co. Ltd.,
London, 1991
- Archaeology Theme Pack
FACES - The Magazine About People
Published by Cobblestone Publishing, Peterborough, NH (in conjunction
with the American Museum of Natural History, New York)
- Archaeology: Finding the Past, March 1991 issue (Volume VII, No. VII)
Past single issues are available from the publisher for $3.00. You can
purchase a single issue on archaeology, or the theme pack, which
includes 5 back issues for $24.95. The teacher's guide is an
additional $4.95.
- Maryland Indians: Yesterday and Today, Frank Porter, Maryland
Historical Society
Resources for Teachers
- An Instructional Guide that is free from the Society of American
Archaeology:
Teaching Archaeology: A Sampler for Grades 3 to 12, Society of
American Archaeology, Bureau of Reclamation, Public Education
Committee, POB 25007, Denver, CO 80225-0007. Attention: D-5650
- Teaching With Primary Sources Series: Volume 13, Archaeology of Early
Colonial Life Cobblestone Publishing, Grades 5+
Other Resources on This Topic
Worksheets - Answer Key
Worksheet #1: The Internet and Archaeology
- What is Archaeology?
Archaeology is the scientific study of the
remains of past human activity.
- What is an Archaeological Site?
A site is any area that contains
evidence of past human activity.
- What kinds of things do archaeologists study to better understand
the past?
Artifacts - things people made and used. Features -
non-portable artifacts like buildings, foundations, trash piles that
tell us how people lived.
- Do you need to go to college to become a professional
archaeologist?
Yes.
- What are some of the subjects you would study in college if you
want to become an archaeologist?
Anthropology, history, biology,
chemistry.
- What is a "field school"?
A field school is where archaeologists
learn the techniques (ways) used to excavate sites, analyze artifacts,
and explain what they have found.
- What are the four kinds of job archaeologists do?
Four places
archaeologists find jobs are: 1) in universities, 2) in the
government, 3) with private research firms, and 4) with museums.
- Do archaeologists make a lot of money?
No, archaeologists do not
make a lot of money.
- What is the name, address and phone number for the State
Archaeologist of Maryland?
The state archaeologist is Richard Hughes,
Office of Archaeology, 100 Community Place, Crownsville,MD
21203-2023. Telephone 410/514-7600.
- How can you and your family can do to get involved in archaeology
in Maryland.
Your family can participate in the annual Field Session
conducted by the Archaeological Society of Maryland.
BONUS QUESTIONS
- How many artifacts does the state of Maryland have its collection?
Over seven million
- What kinds of things are kept?
Artifacts such as tools, pottery,
bones, seeds
- Where are all of these things stored?
At the Maryland
Archaeological Conservation Laboratory.
Worksheet #2: Archaeology and the Environment
- Use your map of Maryland to locate Jefferson Patterson Park and
Museum. Name the three bodies of water near the park.
- Patuxent River
- St. Leonard's Creek
- Chesapeake Bay
- Look carefully on the computer screen at the aerial photograph and
the other images from Point Farm, where the Jefferson Patterson Park
and Museum is now located. What kinds of natural resources are there?
Do you think these same resources would have been available to the
Patuxent Indians 500 years ago? Why was each one important? HINT:
each natural resource can have many different uses. List as many as
you can think of!
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Natural Resource |
Possible Uses By
Patuxent Indians |
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Water |
Drinking , cooking, transportation
River and Bay have fish, shellfish for eating |
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Trees
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Wood for houses, boats, making fires
Trees (forest) are home to birds and other animals needed for food |
|
Rocks, stones
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Making tools and weapons |
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Oyster Shells |
Oysters are a source of food. Shells can be used for making tools,
and beads |
- Do you think this environment was a good place to settle? Why or
why not?
It seems like this was a very good place to settle because it is close
to lots of water, which is necessary for drinking, and is a source of
many kinds of food. It is also a way to travel to transport people,
or to trade with other groups. There are also forests, which have
wood for making fires, raw materials for houses, and other things such
as tools. The forests also provide a home to many kinds of animals,
such as deer, and squirrels, which can be eaten, or their hide or fur
used for clothing, etc.
Worksheet #3: Looking at Artifacts
Study the pictures of the artifacts on the computer screen. In the
left hand column, name what you think the artifact is. In the right
hand column, describe how you think it might have been used.
|
Name of Artifact |
Possible Uses |
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1. Ceramic pottery
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Containers, cooking pots |
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2. Animal bones
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Food |
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3. Ceramic (clay) pipe
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Smoking tobacco |
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4. Stone axe heads and celts
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Stone tools for chopping wood, farming |
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5. Arrowheads
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Hunting tool |
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6. Antler
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Food, tool |
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7. Oyster shell
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Food |
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8.
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Worksheet #4: Site Report
- Name Of Sites:
Patterson Site and Stearns Site
- Location Of Sites:
Jefferson Patterson Park, southern Calvert County, Maryland
- Type Of Environment:
Woodland -- with lots of trees and shrubs; Calvert County is bordered
by Chesapeake Bay on the east, and the Patuxent River on the west.
Jefferson Patterson Park is located on the Patuxent River at the
mouth of St. Leonard's Creek. Also could mention the climate in
Maryland; types of plant and animal life that are common in this part
of Maryland.
- Summary Of Artifacts And Features Found:
Ceramic pottery; clay pipe; tools and weapons made of stone
(arrowheads, stone axes); lots of oyster shell! Bones from many kinds
of animals common to this environment, including deer and other small
game animals, birds, crabs and other fish and shellfish. Seeds and
shells from many kind of wild plants. Corn--which was being
cultivated. Storage pits, including one that contained a human
burial. Huge oyster midden (trash pile).
- How Old Are The Sites?
The human burial from the Patterson Site dates the site at
approximately 1,800 years ago. Charcoal from the hearth (fire pit) at
the Stearns Site dates that site to 1450 AD.
- Which Site Is Older?
The Patterson Site (approx. 200 AD)
- Who Lived Here?
Probably the Patuxent Indians lived here at this period of time.
- Based on the Evidence You Found, What Do You Think Was Happening
Here?
There is no evidence of houses or other kinds of structures you would
expect to find if people were living here for a long period of time.
But there is a lot of evidence related to food gathering. The many
kinds of plant seeds found suggest people were gathering wild plants,
as well as possibly growing, or storing corn. There were many kinds
of fish and shell fish found, suggesting people came to the River to
fish and harvest oysters, mussels, etc. The pottery and charcoal
suggest they may have been cooking, and eating some of the food here.
Storage pits found suggest they were also storing food here to
preserve it-perhaps taking some back to their village and storing some
on the site for later use. There is also evidence from hunting
(arrowheads, deer bone.) Perhaps groups of Patuxent Indians came here
during certain seasons to gather plants, hunt, and fish. The huge
oyster shell mitten (trash pile) suggests people returned here over
and over again to harvest oysters. The human burial on the Stearns
site dates that site as much earlier in time than the Patterson Site.
So clearly people were coming to this spot on the Patuxent River, for
the many available food resources, for over a thousand years!
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