Hello. My name is Julie Doucet and I’m an archaeologist with the Louisiana Division of Archaeology. I’m happy to participate in this meeting of the Louisiana Association of Independent Schools, and thanks so much to Cathy Mills for inviting me to join her today. I’d like to share with you the educational resources available from the Louisiana Division of Archaeology to introduce archaeology into the classroom.

1 Why archaeology? Archaeology helps us learn about the past. Archaeology, and its parent field anthropology, are sciences that help us understand ourselves as humans and understand our place in this world. Part of being human is to be curious and inquisitive, which generates many questions. Archaeology is one way to find answers to some of these questions; questions like how did our world or our society get to be this way, and why do certain cultures behave the way they do.

How do we learn about the past? Space science has given us a glimpse back in time to the birth of our universe, nearly 8 billion years ago. Geology helps us understand how our planet was formed, going back about 4.5 billion years ago. Paleontology focuses on the origin of life on Earth by studying the fossil remains of plants and animals. History and archaeology also study the past, with more of a focus on the human story. History deals mainly with the written record, while archaeology allows us to go further back in time, before writing.

Archaeology helps us understand where, when, how and why people lived. It is the only field of study that covers all time periods and all geographical regions of our world.

2 The Louisiana Division of Archaeology can help introduce your students to this amazing field of study. We offer a variety of teaching aids, such as traveling exhibits, classroom presentations by a professional archaeologist, websites of well known Louisiana archaeology sites, and virtual books and activity books. An exciting project currently underway is archaeology teaching modules. These modules will be in PowerPoint and include activities and access to primary source information.

3 The Louisiana Division of Archaeology has a variety of archaeology educational resources that are available to you: traveling exhibits, websites, other online resources, classroom visits by an archaeologist, and soon archaeology teaching modules.

4 Our traveling exhibits include literature about the site as well audio/visual aids. The Poverty Point traveling exhibit includes a DVD and VHS, as well as transparencies to accommodate many levels of accessible technology in your classroom. Additionally, the accompanying literature in the exhibits include activities at age appropriate levels, and artifact cutouts with caption cards as well as question cards for the students.

And, much to the delight of everyone, these traveling exhibits include artifacts that can be touched.

Currently the Louisiana Division of Archaeology has traveling exhibits for two Louisiana archaeological sites: Poverty Point and the El Nuevo Constante.

5 Poverty Point is a prehistoric site located in northeast Louisiana near the town of Epps, which is about an hour or so from Monroe. Poverty Point is also the most recent site listed as a UNESCO (United Nations Educational, Scientific, and Cultural Organization) World Heritage Site. This is an amazing opportunity for the world to appreciate the richness of Louisiana’s archaeological history.

During the period when Poverty Point was active, about 3,400 years ago, it had the largest earthworks in the Western Hemisphere. We have learned some incredible things from this site, and one of the most surprising things is that these massive earthworks were built by fisher‐hunter‐gatherers who had an egalitarian social structure. To archaeologists, the label of ‘egalitarian society’ implied that these people would not have built massive sites. This was based on the idea that this kind of effort would have to be coordinated by elites with enough power to persuade or coerce their people into such endeavors. And, hunter‐ gatherer societies were believed to be very mobile, not sedentary enough to contemplate such an undertaking.

Poverty Point, and other prehistoric sites with large earthworks, prompted North American archaeologists to re‐think the widely held theory that only sedentary, agrarian, hierarchical societies are capable of such monumental architecture. We began to entertain the idea that egalitarian societies (i.e., hunter‐gatherers) could come together to construct large earthworks, and in fact were responsible for some of the largest earthworks known. The motivation for egalitarian societies to construct such monuments is still being debated, but most accept this type of undertaking as ceremonial in nature.

6 I could go on about this incredible site. However, I do want to share with you the educational resources we have to help get archaeology in the classroom.

6 Here is what the traveling exhibit for Poverty Point looks like. I brought the exhibit here so you can get a better look at the contents. To the left is a pump drill with a stone point attached. You could demonstrate the efficiency of this drilling technique by using it on a phone book, and drill a hole with relative ease using minimal pressure. To the right of the drill is an atlatl, or a spear thrower. This tool allowed Indians to hurtle spears farther and with more force, which meant that they didn’t have to get so close to large animals they were hunting. These two items are enclosed in a large plastic tube that accompanies the Poverty Point case you see here.

Inside the case are a variety of materials, including literature, audio/visual aids, artifacts, and activities such as building a miniature hut. The Poverty Point Expeditions notebook is to the right of the case, and the binder below contains information on the exhibit, including transparencies. The envelopes contain cardboard cutouts of various artifacts, captions cards for the artifacts, and question cards for the students.

You can pick up these exhibits on Tuesday between 8:00 am and 5:00 pm at the Division of Archaeology in Baton Rouge (1051 North Third Street, Room 319) and return it on Thursday of the next week.

Or, you can receive the exhibit at your school via FedEx Ground and you can return it to Division of Archaeology (1051 North Third Street, Room 319, Baton Rouge, LA 70802) via FedEx Ground or UPS Ground. You would be responsible for the cost of return shipping, which is about $25.

7 If you choose to have it shipped it will leave out of our office on a Monday, arriving at your school the next day (Tuesday) around noon. It will need to ship back on Thursday of the following week via FedEx Ground or UPS Ground, so that it will arrive in Baton Rouge on the following day (Friday). This schedule gives you six school days to use the exhibit.

To request the Exhibit, access the reservation form online at: http://www.crt.state.la.us/cultural-development/archaeology/teaching- materials/traveling-exhibits/poverty-point-traveling-exhibit/index. When you reserve the exhibit please provide three 2‐ week intervals, in order of preference.

7 In addition to the traveling exhibit for Poverty Point, we’ve just put out a new website with the most current archaeological information known about the site, including a newly discovered mound. This website is available at the address on the slide, or you can do an internet search for the Louisiana Division of Archaeology, and access ‘Discover Archaeology’ on the menu to the left. And, the information on this website can be saved as a pdf. The site is very interactive with pop up information on areas of the site that contain features, maps and artifacts. I invite you all to access it to see it for yourself http://www.crt.state.la.us/dataprojects/archaeology/povertypoint/index.html.

There is a ‘Learn More’ section on the Poverty Point website where you can find out more information about the site. And the ‘Credits’ section provides all the information on who to credit and how to reference the information. All good sources if this was to be used as a research or writing assignment.

Incidentally, this type of website is planned for several more Louisiana sites. I’ll give more information on that later in the presentation.

8 Here are Poverty Point resources that are available online if time gets away from you, or you simply don’t have the time in your class to devote to the contents of the traveling exhibit.

The Poverty Point Expeditions notebook (http://www.crt.state.la.us/cultural- development/archaeology/teaching-materials/activity-guides/index) and the Poverty Point virtual book (http://www.crt.state.la.us/dataprojects/archaeology/virtualbooks/POVERPOI/Popo.h tm) are online at the Louisiana Division of Archaeology’s website.

The Poverty Point World Heritage Initiative (http://www.crt.state.la.us/cultural- development/archaeology/poverty-point-world-heritage-initiative/index) has it’s own link on the menu, and walks you through the process of the nomination as a World Heritage Site.

9 El Nuevo Constante was an18th century Spanish merchant ship used to transport cargo to and from Mexico and Spain. In addition to cargo, crew and passengers, the Nuevo Constante was also equipped with military arms for protection. The cargo included gold, silver, and copper ingots (disks), gold coins, and a variety of rare items bound for the Old World. The ship also had cannons and various shots on board.

This is an artists drawing of what the ship looked like, and includes a see through section where the cargo was stored. There is also a drawing of activities that may have taken place on deck. The artist used information from archaeology and historical research to make an accurate representation of this ship, it’s cargo, and activities that may have taken place on board. The information gathered from archaeological and historical research was important to provide a reasonable likeness of the ship as no drawing or other image of the Nuevo Constante is known to exist.

10 Here is what the traveling exhibit for the El Nuevo Constante looks like. I also brought this exhibit here so you can get a better look at the contents.

Inside the case are a variety of materials, including literature, transparencies and artifacts. The folders below the case contain laminated caption cards and illustrations, along with several mounted photographs (in the manila colored binder), and instructions for teachers (in the red binder). The artifacts are a combination of authentic and replicas, and an enlarged version of the case contents is on the right for better viewing. Clockwise from left: gold ingot (replica); ships ballast stone; concretion with bits of broken ceramic in it; various ceramic, metal and bone artifacts; tortoise shell and cowhide remnant (middle); and very delicate textile pieces.

The same procedure for this traveling exhibit is used as that of the Poverty Point exhibit.

11 The Division of Archaeology has a virtual book available online for the Nuevo Constante http://www.crt.state.la.us/dataprojects/archaeology/virtualbooks/NUEVO/NUEVO.H TM.

There was also a publication from the archaeology and historical research on this project, which is available through Amazon.com or you could check your local library. Dr. Charles Pearson, underwater archaeologist for the project, and Dr. Paul Hoffman, LSU professor and historian on the project, collaborated on this publication which was released in 1995. In it you’ll find detailed information about the site, the history of trade and commerce during the colonial period, and a complete listing of the passenger, crew and cargo of the Nuevo Constante. Not to mention details on the shipwreck and recovery operations. You’ll also get a behind‐the‐scenes accounting of the archaeological process as well as governmental oversight for this site.

12 In addition to the newly released website on Poverty Point, the Division of Archaeology has another website that is currently available on the Los Adaes site http://www.crt.state.la.us/dataprojects/archaeology/LosAdaes/.

Los Adaes was a Spanish mission and fort that dates from 1721-1773. Its in west Louisiana near the city of Natchitoches. Archaeologists discovered many artifacts that indicated a rich cultural exchange between the Spanish, French and Caddo Indians in the area. This discovery was all the more interesting as tensions were high between Spain and France in Louisiana, and trade between the Spanish colonies and other European empires in the New World was illegal. Los Adaes is now a State Historic Site managed by the Louisiana Office of State Parks.

This website is full of details about the site, and documents the history of not only Louisiana but France, Spain, and the Caddo Indians during the colonial period.

13 In addition to the virtual books on Poverty Point and El Nuevo Constante, the Division of Archaeology has a guide and several more virtual books available on our website http://www.crt.state.la.us/cultural- development/archaeology/virtual- books/index.

The Indian Mounds Trail Guide is a map of prehistoric mound sites in northeast Louisiana. The booklet includes a driving map and background info on each site.

On the Tunica Trail recounts the story of the Tunica‐Biloxi tribe before their arrival in Louisiana and their long history in our state.

The Caddo Indians of Louisiana tells the story of this native group starting from about A.D. 800‐900 and extending well into historic times. The Caddo Indians play a significant role in the history of Los Adaes.

The Role of Salt in Eastern North America touches on the importance of salt in prehistory and includes information on the prehistory of Avery Island, of the Tabasco fame.

14 Preserving Louisiana’s Legacy is somewhat different in that it doesn’t talk about a specific site or culture period, but focuses on archaeological preservation and what we can all do to help save our heritage.

Louisiana’s Prehistory takes us back to nearly 10,000 ‐12,000 B.C. when people first came to Louisiana. You can get great information on how early peoples lived in our state.

Bailey’s Dam brings the Civil War to Louisiana soil with exploits of the Red River Campaign.

And, Beyond the Great House recounts the history and archaeology of Ashland‐Belle Helene plantation in Geismar, Louisiana. Shell Oil purchased the property where the plantation stood in 1992 and was instrumental in sponsoring the archaeology and making this publication available.

14 There are other resources that you can call upon to incorporate archaeology into the classroom. You could reach out to archaeologists, either at the Louisiana Division of Archaeology or one of the many private archaeology companies in our state, to come give a talk to your class. If you’re interested in something like this please contact me and I’ll help coordinate the visit.

In addition to what is available through the Louisiana Division of Archaeology, there are many archaeology organizations that include educational resources on their websites. National organizations such as the Society of American Archaeology and the Archaeological Institute of America, as well as organizations connected to well known sites such as the Crow Canyon Archaeological Center, and the Gault School of Archaeological Research, all have educational materials available.

Websites: Louisiana Division of Archaeology: http://www.crt.state.la.us/archaeology/ SAA Educational resources: http://www.saa.org/publicftp/PUBLIC/resources/foredu.html AIA Educational resources: http://www.archaeological.org/education/archaeology Crow Canyon Archaeological Center: http://www.crowcanyon.org/index.php/learn‐about‐ archaeology/science‐technology‐in‐archaeology Gault School of Archaeological Research: http://www.gaultschool.org/Outreach/GSAROutreach.aspx

15 The Division of Archaeology is planning an expansion of our educational resources with the addition of archaeology teaching modules. These modules are intended to complement Louisiana studies courses, which in the public school system is usually taught in middle school. Naturally these modules will focus on Louisiana archaeology sites, both prehistoric and historic. Our intent is to provide a complete package, including information on the sites as well as suggested activities and provide access to primary sources. Many of the sites included in these modules will complement a number of websites currently being designed at the Louisiana Division of Archaeology. The new Poverty Point website is the first of these websites to be released.

The archaeology teaching modules will be easily accessible for download through our website. And, most importantly for us, is that these modules are adaptable for your specific teaching needs. You should feel free to access and use the package ready to go, or pick and choose slides and information from the modules to fit your instruction needs.

16 Archaeology is the first in the series of modules, and is meant as an introduction to the series. This module familiarizes the audience with the field of archaeology, and illustrates what archaeologists do and how they do it. Subsequent modules will differ from this one in that they’ll be more site specific.

Our plan is to incorporate archaeology into more areas of Louisiana studies courses other than the most obvious area, prehistoric Louisiana. We offer archaeological sites that may accompany chapters on the colonial period through the New Deal Era. Some Louisiana studies text books already include a section on Poverty Point, and information on this site is also included in standardized testing in the public school system. Poverty Point is quickly becoming one of the most well known sites in Louisiana due to it’s recent status as a World Heritage Site. The plan is to touch on Poverty Point in the Prehistoric Louisiana module, but to also have a module focused solely on this site. The Prehistoric Module features two sites, Watson Brake and the LSU Mounds, that are older than Poverty Point. We felt the need to talk about these two sites after coming across information in some texts that imply Poverty Point was the first Native American activity in Louisiana. In reality, there are more sites in Louisiana that pre‐date Poverty Point. The listing of sites noted here for the Prehistoric Louisiana module is done oldest to youngest.

Colonial Louisiana features the Los Adaes and El Nuevo Constante sites. I mentioned these two sites previously in this presentation. Los Adaes was a Spanish fort and mission near Natchitoches, built in 1719 and abandoned by 1773. This site offers a glimpse into the reality of colonial life through cultural interaction between three empires: French, Spanish,

17 and the Caddo Indians. The Nuevo Constante was a Spanish merchantman shipwreck off the coast of Louisiana near Cameron Parish. It’s the first colonial shipwreck in Louisiana to be discovered and investigated. We learned much about trade and commerce in colonial Louisiana from this site.

Bailey’s Dam, an archaeological site in Rapides Parish, brings the Civil War to Louisiana soil with exploits of the Red River Campaign. And, the lead archaeological investigators for El Nuevo Constante and Bailey’s Dam are a Baton Rouge firm who still employ fledgling archaeologist: Coastal Environments, Inc. I began my professional (aka paid) archaeological career there.

For the New Deal Era our plan is to highlight the Civil Works Administration; specifically the Works Progress Administration efforts that began in 1935. Many find it interesting that during this time in our national history, when President Franklin Roosevelt was passionate about using out of work Americans to rebuild our nation’s infrastructure after the Great Depression, that significant archaeological work was being done all across our country by the WPA. Extremely important to Louisiana archaeology was the work done at the Marksville and Tchefuncte sites. Marksville was the prototype of WPA sponsored archaeology. Much of what we know about these important sites came from this early work. You learn a little about these two sites in the Prehistoric Louisiana module, and more details will be presented on these sites in the New Deal Era module.

17 The modules follow a basic structure of introducing the site and telling what we know about it and how we know this information. How archaeologists know what they know from these sites focuses on scientific techniques and will highlight the often multi‐ disciplinary nature of archaeology. There are field shots for many of the sites, and of course, what everyone seems to be interested in, the artifacts. Each site section will wrap up with where the site is today in the way of access and investigation.

18 You can help us. Our goal is to have a resource that can be used in the public and private school system. I would love to meet with you one on one on these topics and get feedback to see how we can offer a product that will be of use to both systems.

19 Thank you for allowing me to share my passion for archaeology. I’ll field any questions you may have, and I’d love to put you on my list of teachers who have graciously offered to provide feed back on the archaeology teaching modules.

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