an

^628> \NTH anthro notes \ , a newsletter for teachers

/<>/ y >r spring 1982 W5 \ \ \ ^-v \ \ PRE-COLUMBIAN SETTLERS: FACTOR K s<$&*V- Native Americans are descendants of the "Lost Tribes"' of Israel". Meso-, Central, and South American pyramids, mummies and hieroglyphs demonstrate American Indian origins from Egypt. Celto-Iberians preceeded Columbus' arrival in America by 2,000 years! Ground drawings on the Nasca Plain in Peru clearly indicate an ancient land- ing strip used by visiting spacemen. A vanished European race preceeding the Indians built the huge earthworks and mounds dotting the eastern United States.

(continued on page 2) *^ What do these statements have in and Egyptians — had contact with the common? First, they are claims regard- New World long before the brief visits ing the pre-Columbian contact and colon- of the Norsemen in A.D. 1000. Fell's ization in the Americas. Second, these claims are based on stone inscriptions claims have not been validated by indi- and stone structures found primarily viduals trained and experienced in ar<- in northeastern United States. Lin- cheological research. And third, they guists, archeologists, and historians are accepted as fact by a considerable have shown these "inscriptions" to be segment of the public as well as by for the most part, random marks or some in the anthropological profession. "writing" created by hoaxers, a not There are differences, of course, in that uncommon form of practical joke in some are well meaning misinterpretations the 19th century. But Fell, who has of evidence while others are based on a large and dedicated following, con- hoaxes or conscious misrepresentations. tinues to ignore archeological, his- torical, and other linguistic evidence. What is wrong with claims that, using cultural trait resemblance such In his book Fads and Fallacies as pyramids, suggest historical contact in the Name of Science (New York: between the Old and New Worlds? Scholars Dover, 1957), Martin Gardner describes point out several difficulties. 1) Re- traits shared by pseudoscientists. semblances are taken out of context in First, a pseudoscientist works in al- time and space. 2) While there is a most total isolation from the profes- similarity of form, there may be differ- sional ranks, and therefore, is out- ences in meaning and function. 3) Only side the channels through which new similarities are emphasized, never dif- ideas are introduced and evaluated. ferences. 4) No attention is paid to Second, a pseudoscientist has a ten- the implications of such claims beyond dency toward paranoia which is likely their narrow focus. Unfortunately, to be displayed in five ways: 1) con- racism is an element that still "rears sidering oneself to be a genius, its ugly head." Europeans considered 2) regarding one's colleagues as Native Americans too "primitive" to be ignorant blockheads, 3) believing one- capable of such impressive cultural self to be unjustly persecuted and achievements as moundbuilding or massive discriminated against, 4) having strong Nasca ground drawings. Rather, these compulsions to focus one's attacks on sophisticated technological creations the greatest scientists and best- must be of European origin. established theories, and 5) writing in complex jargon. An example of a North American culture history is pseudoscientist is Augustus Le Plon-. not as well known as might be supposed. geon, a 19th century French adventurer, Historians have concentrated on individual who spent his life unrelentingly de- histories and political events rather termined to demonstrate ancient Egyp- than on regional and ethnic studies, tian contact in Central and South American material culture, and architec- America. Robert Wauchope wrote of tural history. For instance, a number Le Plongeon, "he assumed unquestion- of stone structures, attributed to an ingly that his own identifications ancient culture by Barry Fell, were no were correct, [and] instead of ques- mystery at all to local residents who tioning his own theories when he con- identified them without question as root fronted a mass of contrary evidence, cellars. The stone structures are asso- he merely admitted bewilderment and ciated with 18th and 19th century house walked calmly away from the subject, structures and food storage technology. still convinced of his original hypo- Barry Fell, a marine biologist and self- thesis" (1962:18). proclaimed expert in ancient languages, (continued) has attempted to demonstrate that ancient peoples — the Phoenicians, Carthaginians, Unscientific claims regarding the A provocative commentary on the prehistory of the Americas continue to characteristics of cult archeolo- receive publicity. Interest in what has gies which contribute to their been described as "cult archeology" ap- popular appeal. pears akin to religious fervor (see Cole's article) . One of the most frequent in- Goddard, Ives and William W. Fitzhugh. quiries received by the Smithsonian's Barry Fell Statement . Department Department of Anthropology concerns the of Anthropology, Smithsonian Book of Mormon and the hypothesis that Institution, 1979. the Lost Tribes of Israel help explain the origin of the American Indians. Goddard, a linguist, and Fitzhugh, Pseudoscientists' revelations are appeal- an archeologist, refute Fell's ing to the public and newsmedia alike, interpretation in his book, as is evident in Erich von Daniken's America B.C . , of stone "inscrip- Chariots of the Gods? and other books tions" demonstrating ancient selling over 40 million copies. For peoples' contact with the New most of the general public, science is World prior to A.D. 1000. abstract and dull while pseudoscientists' spectacular interpretations stimulate McKusick, Marshall. The Davenport the imagination. Conspiracy . Iowa City: Univer- sity of Iowa, 1970. What do these claims have to do with teachers, students, scientists, and the A true account of the Davenport general public? It is the responsibility tablets of Iowa which created one of educators to teach logical thinking of the major controversies in the and the process of critical analysis in 19th century concerning the mound- order to create an educated, not a gulli- builders and the prehistory of ble, public. Scientists must keep the America. public informed of their work. They should not ignore what they may feel Neudorfer, Giovanna. Vermont's Stone are fantastic and erroneous claims while Chambers : An Inquiry Into Their the public is being swayed by the titil- Past . Vermont Historical Society, lating media. Assertive counter-argu- 1980. ments by scientists might help stifle the speculations before they ferment An excellent example of a thor- in the minds of the public. Just as ough archeological investigation creationism is now threatening science of Vermont's controversial stone teaching in American schools, so too structures attributed to European pseudoscientif ic archeology prevents Neolithic or Bronze Age settlers, the public from understanding not only with a good introduction on the archeology in particular but science general controversy by William in general. Fitzhugh.

Below are a few references which Ross, Anne and Peter Reynolds. might interest those who wish more de- "Ancient Vermont," Antiquity tailed exploration into controversies 52:100-107, 1978. concerning the prehistory of the Amer- icas. A negative assessment of the alleged evidence for pre-Colum- Cole, John. "Cult Archeology and Un- bian Celts in New England by scientific Method and Theory," In British Celtic specialists. Advances in Archaeological Method

and Theory , vol. 3, Michael B. Schiffer, editor. New York: Aca- (continued on page 10) demic Press, 1980. SUMMER OPPORTUNITIES FOR TEACHERS AND STUDENTS

Alexandria Archaeological Research Center offers spring and summer op- portunities for student and adult volunteers. This season samples will be taken from a large number of 19th-century households from differ- ent socio-economic levels. Artifact analysis, archival research and la- boratory projects will also be con- ducted. Those interested can call Barbara Magid, volunteer coordinator, at 838-4399.

Catholic University's summer field school at Thunderbird Archaeological Park, a paleo-Indian complex near Front Royal, Virginia, will begin its first session June 28 - July 16; se- cond session July 19 - August 6. To register write: Summer Sessions Of- fice, McMahon Hall, Room 116, Catho- lic University, Washington, D.C. 20064 Mr. Frank Taylor, Masonville Instruction- Earthwatch offers opportunities for al Center, 3705 Creft Dr., Annandale, the interested public (ages 16-75) to VA 22003; 698-7500. join scientific expeditions through- out the world with museum and univer- George Mason University's five-week field sity scholars of various disciplines. school (May 24 - June 25) will involve For information on joining an expedi- finding the original layout and building tion, write: Earthwatch, 10 Juniper structures of Colchester, an 18th century Rd. Box 127, Belmont, MA 02178. town in Virginia, now a suburban residen- tial area. For more information contact Fairfax County Archaeological Survey Ann Palkovich, Anthropology Program, continues to offer volunteer oppor- George Mason University, Fairfax, VA tunities in survey, excavation and 22030; 323-3492. laboratory work in both historic and prehistoric archeology. High school George Washington University offers two and college interns may receive cre- historical archeology field research ses- dit. For further information call sions in Alexandria, Virginia. The first Mike Johnson (prehistoric archeologist) one-week session (May 31 - June 6) fo- or Ed Chatelain (historic archeologist) cuses on basic techniques of historical at 642-5807. archeology including development of re- search questions, documentary research, Fairfax County Public Schools sponsors and artifact analysis. The second two- a six-week historic archeology course week session (June 15 - June 29) in- for high school students. The course volves study of historic site excavation entails two weeks of classroom study and artifact analysis in Alexandria's and four weeks of excavation. The Historic District. For further informa- field school will operate from July 6- tion contact Pamela J. Cressey, Field August 14. For information write: Director, Alexandria Archaeological ; .

Research Center, City Hall, Box 178, July 23); Teaching Writing Using Museums Alexandria, VA 22313; 750-6200. (July 26 - July 29); and Improvisation is a Problem Solving Tool! (July 26 -

Kampsville Archeological Center , July 30) . Inservice credit is available operated by the Northwestern Uni- for teachers in local jurisdictions. For versity Archeology Program and the further information call Tom Lowderbaugh Foundation for Illinois Archeology, at 357-3049* Telecommunications Device offers educational research programs for the Deaf number is 357-1696. Inter- for junior and senior high school preters for hearing impaired participants students, college and graduate cre- can be made available free-of-charge by dit opportunities, separate work- prior arrangement. shops for teachers and fieldwork opportunities for the non-profession- Thunderbird Research Corporations' archeo- al. For information write: Ellen logical field program is open to the gen- Gantner, Director of Admissions, eral public. One-week excavation sessions Kampsville Archeological Center, begin May 30 at Virginia's first prehis- P.O. Box 1499, Evanston, IL 60204; toric National Historic Landmark where (312) 492-5300. human occupation dates from ca. 10,000 B.C. to the Colonial Period. For further University of Maryland offers its information write: Thunderbird Research first field school in urban archeo- Corporation, 1982 Summer Field Program, logy, in historic Annapolis from Route 1, Box 432, Front Royal, VA 22630; June 7 - July 16. This six-week pro- (703) 635-7337/3860. gram will include intensive excava- tion at Reynolds Tavern built in 1747 Field School Listings in anthropology and and The Jonas Green Site first occu- archeology are available from: pied in 1696* and weekly guest lec- turers. Deadline for applications American Anthropological Association is May 1, with limited enrollment 1703 New Hampshire Ave., N.W. For further information contact Dr. Washington, D.C. 20009 Anne Yentsch, Department of Anthro- ($2.50 plus 37£ postage or stamped en- pology, University of Maryland, velope) College Park, MD 20742; 454-4677. Archaeological Institute of America Study Abroad Office (2115 N. 53 Park Place Administration Bldg., University of New York, New York 10007 ($4.00) Maryland, College Park, MD) provides information on a walk-in basis for students interested in opportuni- ties for travel, study and work abroad. Extensive catalogues and indexes including information on internships and scholarships are available.

Smithsonian Institution's Office of Elementary and Secondary Education offers several workshops for elemen- ^N^maXmW^ -oMl ^A tary and high school teachers includ- ing: American Cultural History Through Art (June 28 - July 2) Architecture in the Classroom (June 28 - July 2); Insects in the Classroom (July 12 - July 16); Developing Language Skills (July 19 - .

PRIMATE OBSERVATION: COMMUNICATION TEACHER'S CORNER: ZOO VIEW 1. Each student chooses a group of Springtime is a good time to visit monkeys or apes. Watch for 10 the zoo, and observing primates can be an minutes, learning to identify each excellent learning activity for junior animal (assigning each a name can high or high school students. Below are help) two exercises appropriate for observing monkeys (Monkey House) and apes (Great 2. Take notes for 20 minutes, noting Ape House) at the National Zoological specific acts of communication. Park, Washington, D.C.* The activities The list below can serve as a guide: tie into biology, sociology, anthropology, and English classes with their emphasis TACTILE: (grooming, touching, chasing, on behavior, non-verbal communication, (A) nipping, wrestling) and observation and interpretation skills. VISUAL: rigid or relaxed posture; PRIMATE OBSERVATION: LOCOMOTION 'B) facial expressions such as stares or grins; gestures such as raised 1. Walk by at least 8 cages with differ- eyebrows or yawns; slapping ground ent primates and record what the most or cage; shaking a stick to threaten active animal in the cage is doing as another; presenting hindquarters in you walk by — i.e. sitting, grooming, appeasement) sleeping, brachiating (moving arm by arm), knuckle walking, leaping, hang- VOCAL-AUDITORY: (listening, shouting, c ing by the tail and one leg. Record ( ) laughing, hooting or calling with the name of the primate and the loco- vowel sounds; chattering with con- motion pattern. sonant sounds)

2. For 3 primates you observed moving, OLFACTORY- taste and smell;: (one ani- describe how the method of locomotion {"' mal smelling another; 'marking', is related to the animal's anatomy. i.e. urinating, licking or rubbing What physical features help the animal part of the environment which is move, such as tail form, location of then smelled by another animal) special friction skin (like skin on our palm), form of nails. 3. After you observe for 20 minutes analyze your notes. Write down 3. Select any adult primate to observe A/B/C/or D next to the communication and take notes on for 15 minutes. acts described. Does the communi- Then observe an infant primate (of cation give you any clues to the the same species) for 15 minutes. relationships of the animals to one Estimate about how much of the time another? is spent in each of the different locomotor activities - walking on all 4. Do a similar observation on a human fours, walking or standing on two legs, group that you find at the Zoo. briachiating, jumping from hindlimbs and landing on forelimbs, jumping on 5. As a class, various students can hindlimbs and landing on hindlimbs. share their observations. Summarize Discuss the similarities and differ- the communication for both the non- ences between the adult's and the human and the human groups. infant's movement. 6. What are the most common communica- These teaching activities were devel- tion acts? Which animals communi- oped for the G.W.U./S.I. Anthropology cate the most? How do nonhuman for Teachers Program funded by the primates differ in communication National Science Foundation. acts from humans? ESKIMO EXHIBIT available on those three days. At noon on Friday, June 18, the local premiere A major exhibition on Eskimo of a film on Alaskan Eskimos, "Village of culture of the Bering Sea opens June No River" will be held. A day-long 18, 1982 at the Smithsonian Institu- Smithsonian Resident Associate Seminar tion's National Museum of Natural on the Art and Culture of the Bering Sea History/National Museum of Man. Or- Eskimo is scheduled for Saturday, June 19 ganized by Smithsonian archeologist (see Upcoming Events). Friday, June 25, William Fitzhugh and research/exhibit a public slide-lecture on the exhibit coordinator Susan Kaplan, the show will be presented in Baird Auditorium. will portray Bering Sea Eskimo cul- ture about 1880, prior to extensive Daily films on Alaskan Eskimos will European contact. Titled INUA: be shown and guided tours will be avail- SPIRIT WORLD OF THE BERING SEA ESKIMO, able from specially trained docents. For the exhibit explores a central theme teachers there may be workshops in the of Bering Sea Eskimo culture, the early fall. Any teachers interested in concept of Inua — the spiritualism such workshops should contact Laura McKie, that pervades all aspects of life. Office of Education, 357-2066. In the Based on the collections and field- fall special tours of the exhibit may be work of Smithsonian naturalist Edward arranged for school classes. The exhibit W. Nelson, the INUA exhibit places on closes January 1983. display for the first time the Smith- sonian's richest collection of Alaskan Eskimo artifacts. In addition to the exhibit, a heavily illustrated cata- logue, a set of educational materials, and a new reprinted edition of Nelson's classic monograph on the Bering Sea Eskimo will be available.

The exhibit will be on view in the Thomas M. Evans Gallery, the new temporary exhibitions hall in the Museum of Natural History. Approxi- mately 500 objects, along with photo- graphs, and a slide show specifically created for the exhibit, will explore the Alaskan Eskimos' relationship to their land, subsistance, domes- tic life, and spiritual/ceremonial world. Sections devoted to relation- ships with outside peoples, the ar- cheological past, and contemporary art will provide a broad framework against which to view late 19th cen- tury Bering Sea Eskimo culture.

Extensive public programming has been planned. Performances by the King Island Eskimo Dancers from Nome, Alaska will take place on June 18, 19, and 20 in the Museum of Natural History. Demonstrations of tradition- al crafts, including ivory carving and basket weaving, will also be ^fmM0> IQ, ME CUE, YOU QUEUE

"I feared that in making measurements on heads with the intention of finding a dif- ference in volume between an intelligent and a less intelligent heatd, I would be led to increase, unconsciously and in good faith, the cephalic volume of intelligent heads and to decrease that of unintelligent heads.... Suggestibility... works less on an act of which we have full consciousness, than on a half<-conscious act — and this is precisely its danger." (Alfred Binet, 1900)

"We are inextricably part of nature, but human uniqueness is not negated thereby. 'Nothing but' an animal is as fallacious a statement as 'created in God's own image. 1 It is not mere hubris to argue that Homo sapiens is special in some sense — for each species is unique in its own way; shall we judge among the dance of the bees, the song of the humpback whale, and human intelligence?" (Stephen Jay Gould)

Stephen Jay Gould, The Mismeasure of Man (New York: W.W. Norton and Co., 1981).

The Mismeasure of Man shocks, rankles, saddens, and enlightens. In his latest book, Stephen J. Gould pro- vides a readable and detailed history of scientists' attempts to rank people by intelligence and explains how those attempts fail as science. The book epitomizes aggressive scholarship and lucidity. A significant achievement, The Mismeasure of Man merits the atten- tion of anyone teaching science or social science today.

According to Gould, biological de- terminism suffers from both scientific weakness and overwhelming influence of political context. The book focuses particularly on scientists who have seen intelligence as biologically determined and on arguments that rest on the fal- lacies of reification and ranking. As Gould states, his book is "about abstrac- tion of intelligence as a single entity, its location within the brain, its quan- tification as one number for each indi- separate species. The practices of vidual, and the use of these numbers to craniometry (head measurement) added rank people in a single series of worthi- fuel. Gould specifically scrutinizes ness, invariably to find that oppressed the work of Louis Agassiz, a well- and disadvantaged groups — races, class- known naturalist who couched his es, or sexes — are innately inferior and advocacy of a social policy of separa- deserve their status" (pp. 24-25). tion of the races in terms of a sup- posedly dispassionate inquiry into A basically racist mentality was scientific fact. Gould uncovers just already in existence in the nineteenth how passionate, unscientific, and un- century with American polygenists argu- f actual that inquiry was. Gould then ing that humans can be divided into turns to Samuel Morton, "the empiricist of polygeny" who attempted, through the as a rough practical device for identi- analysis of 600 skulls (most of Native fying learning-disabled and mentally

Americans) , to rank the races by the size retarded children, never for ranking of their brains. Although widely hailed normal children. Binet never suggested as the objectivist of his age who would that the scores defined or measured "rescue American science from the mire intelligence let alone anything of unsupported speculation," Morton un- permanent or innate. consciously finagled his data to show blacks fare poorest, whites best. Gould Throughout, Gould relates the re-examined Morton's raw data, as he did earlier "mismeasurers"to the present that of Paul Broca, famous for his nine- day, examining the work of such people teenth century anthropometry (body mea- as Arthur Jensen. For example, Gould

surement studies) . By returning to this devastates the work of Sir Cyril Burt raw data, Gould discovers how Broca as^ (1883-1971) who was responsible for sumed that "human races can be ranked in the administration and interpretation a linear scale of mental worth, not real- of mental tests in London's schools izing that human variation might be rami- and who was later professor of psy- fied and random." Unfortunately anthro- chology at University College London pometry became for Broca "a search for (1932-1950). In the last five years, characters that would display the cor- others have uncovered the fraudulent rect ranking, not a numerical exercise basis of Burt's twin studies, IQ cor- in raw empiricism." relations between close relatives, and his data for declining levels of In the nineteenth century, some intelligence in Britain. But Gould scientists misapplied evolutionary thought underscores how the hereditary quality to justify ranking groups. Several sci- of intelligence was such an idee fixe entists tried to prove that lower-rank- for Burt that it blinded his interpre- ing groups have more apeish physical tation of data for intelligence and characteristics. Cesare Lombroso, a class associations and warped his use scientist specializing in criminal anthro- of factor analysis. pology, argued that criminals were less intelligent and "less evolved" than the Arthur Jensen's work, which became normal population. Although the arguments a cause ce'lebre in this country a few seem outlandish and outdated, Gould shows years back, relies heavily on evidence how scientists in the 1970* s and 1980 's from Burt's fraudulent twin studies use similar arguments. and on the idea of a single factor or entity for general intelligence. Gould Not only have heads and bodies been writes in his book that "Jensen would mismeasured, but IQs as well. Gould con- not only rank people; he believes that centrates on the Stanford-Binet test and all God's creatures can be ordered on the three pioneers of hereditarianism in a "g" [general intelligence] scale from America who encouraged the test's wide- amoebae at the bottom to extraterres- spread use. H.H. Goddard brought Binet's trial intelligence at the top.... As scale to the U.S.A. and reified its scores a paleontologist, I am astounded. as innate intelligence. Lewis M. Terman Evolution forms a copiously branching developed the Stanford-Binet scale and bush, not a unilinear progressive se- dreamed of a rational society that would quence" (pp. 317-318). In a final allocate professions by IQ scores. Robert chapter, Gould discusses how socio- M. Yerkes persuaded the army to test 1.75 biology also falls prey to mismeasur- million men during World War I, thus ing humans. establishing the supposedly objective data that vindicated hereditarian claims The Mismeasure of Man , however, is and led to the Immigration Restriction not a book of negative debunking. Act of 1924. Poor Binet would have been The end result is positive. Gould horrified since he meant the scores only aims to rid scientific thought of the .

10

fallacious but incredibly entrenched hab- (PRECOLUMBIAN SETTLERS . . . continued its of reifying and ranking so that sci- from page 3) entists (and by implication the general public) can make room for the new know- ledge of human biology, evolution, and genetics. "The remarkable lack of genetic Stewart, T. Dale. THE PEOPLE OF differentiation among human groups — a AMERICA. New York: Charles Scrib- major biological basis for debunking ner's Sons, 1973. determinism — is a contingent fact of evolutionary history, not a priori or Excellent source on the physical necessary truth" (p. 322). To dwell on anthropology of American Indians the difference between people often is including the question of origins a mischievous and malicious exercise. and the physical characteristics of Indian populations at the time Reading Gould's book provides valu- of European contact and today. able learning for today's anthropologists and teachers. Gould shows, by his own Wauchope, Robert. LOST TRIBES & example, the enormous importance of going SUNKEN CONTINENTS: MYTH AND METHOD back to original sources and following IN THE STUDY OF AMERICAN INDIANS. the growth of intellectual ideas. Gould Chicago: University of Chicago reports that most of the scientists ex- Press, 1962. amined (Burt is the notable exception) recanted many of their ideas on the re- A highly readable discussion of ification of intelligence later in life, the various nonscientif ic myths but unfortunately the impact of their and theories by a well qualified earlier work continues. We learn from The archeologist Mismeasure of Man the tenacity of uncon- scious bias and the surprising malleability THE CASE OF THE ANCIENT ASTRONAUTS, of "objective", quantitative data in the 1977. From Nova series. Avail- interest of a preconceived idea. able from The Pennsylvania State University, Audio Visual Services, Overall, Gould tries to persuade Special Services Bldg., Univer- us that even though a factual reality sity Park, PA 16802; (814) 865- exists and that science can learn about 6314. it, science is not an objective enter- prise. It is a "socially embedded acti- Film documents the unscientific vity" where culture influences what we inadequacy of Erich von Daniken's see and how we see it. "Science must be theory and book CHARIOTS OF THE understood as a social phenomenon, a gutsy, GODS? human enterprise, not the work of robots programmed to collect pure information" Ann Kaupp (p. 21). This is a healthy and revitali- zing view for anthropologists who do re- search on human variation or human evolu- tion, and for teachers who try to explain to their students what science is all about.

JoAnne Lanouette .

11

ANTHROPOLOGY FOR TEACHERS If you are a teacher, a graduate Up in Africa Between Cultures, Native student at any area university, or a Americans Past and Present, Human museum educator who has heard about the Variation, and Anthropology of Amer- Anthropology for Teachers course, but ican Life. Tuition will be charged has never had the opportunity to take for the 4 graduate credit course it, next year is your chance! (3 credit option available) . If you have any questions please call JoAnne Although National Science Foundation Lanouette or Ruth Selig at the Smith- funding for all Pre-College Teacher sonian (357-1592) or at the Anthro- Development in Science projects was cut, pology Department at George Washing- the Anthropology for Teachers program ton University (676-6075) will continue next year in a slightly different form. An thro- Notes editors are seeking funds to continue publication next No longer limited to employed teach^ year with four issues planned. The ers, Anthropology 255-256, the graduate Anthropology Resource Center for credit, two semester course, will now teachers will remain in the Naturalist be offered to anyone interested in teach- Center, Museum of Natural History, ing anthropology in schools or museums. open Wednesday through Sunday (357-

The George Washington University course 2804) . Teachers can review materials will meet during the fall semester on and resources appropriate for the Tuesdays 6:10 to 8:00 p.m. on the uni- secondary level. The center houses versity campus and on four Saturday morn- curriculum units, education games, ings at local museums. The course will film and audio-visual catalogs, a be taught by JoAnne Lanouette and the Washington D.C. area resource file, Saturday sessions by Ruth Selig. The paperback books, teaching units, and approach and organization of the course five Odyssey video-cassettes. Teachers will continue as it has in the past. and individual students can also take Monthly topics will be: Primate Behavior, advantage of the other anthropology Human Evolution, Civilizations of the learning opportunities in the center Past, Anthropologists' Fieldwork, Growing such as the self-teaching labs in human bones and lithic technology. 12

ARCHEOLOGY ALIVE WITH ECOLOGY runs approximately six weeks, Clark can teach all grade levels during When David Clark talks about envi- the year. ronmental science and archeology, his enthusiasm makes clear why his program How does archeology fit into the has grown successfully each year. De- scheme? As Clark explained, "Archeo- veloped a decade ago, the Environmental logy is the study of people, past or Science and Archeology resource program present, based on the analysis of today is an integral part of the science 1) things they have left in the ground, curriculum in four public schools in the and 2) the parts of the environment District of Columbia.* Since Clark is altered by their presence. Humans a unique kind of teacher, often hired are biological animals with a high by P.T.A.s and other special groups, degree of cultural complexity. Eco- his program can easily expand into other logically, humans are one part of the counties. As a professionally trained complex environment and interact with archeologist (with a Ph.D. from the Uni- living (biotic) and non-living (abio- versity of Pittsburgh, and presently a tic) parts of it. Basically, humans Research Associate and Instructor at arEfect the environment they live in Catholic University), Clark is a com- and the environment affects them. munity resource teachers need to know The physical structure, the behavior, about. and the culture of people can be di- rectly or indirectly linked to the Clark's program grew out of a care- environment. Culture is one way of fully thought through philosophy about adjusting or adapting successfully the ways archeology relates to environ- to the environment and human groups mental science and the ways it can best have been very successful at adapting be presented to young students. As to an incredible variety of environ- Clark explained, "The most important goal ments throughout the world. Humans of my approach is to study science with- have gone beyond simple utilization

in the c ontext of the environment . of the natural environment by pro- The basic principle is that all things ducing resources and materials arti- around us, either natural or artificially ficially. In many cases, these arti- produced, are parts of the environment ficially produced materials are sup- and scientific study in general attempts plements for resources of limited to uncover information abut the environ- quantity in the natural environment." ment. In this way the study of science and the environment are more meaningful We asked Clark how he translates to the student because one is shown to these rather abstract concepts into be closely related to the other." actual classroom teaching and how he incorporates archeology in the process. During the year Clark teaches his Clark structures his course by having program to kindergarten through the students first study the non-living eighth grade in several schools. Each (water, rocks, sediments), then the class meets for two hours, two days a living (plants, animals, and humans) week, usually one hour in the classroom environment. Archeology is approached and one hour outside. Since the program as one link between the living and nonliving. For example, when the non- living environment is introduced, stu- * Many thanks to the P.T.A., teachers, dents study the geologic formation of and the Principal (Miss Betty Brooks) of rocks. The form, origin, composition, the Key Elementary School for the oppor- and characteristics of rocks are tunity to pilot teach the full program examined. Students study the ways in elementary school classrooms in 1979 - rocks are used today in their school David Clark 13

neighborhood and at home. Finally they work together to create an awareness study the ways rocks were used in the past, of this balance. In addition, young during the historic and prehistoric times. students can gain some appreciation Students learn how stone was used archi- of Native Americans who believed tecturally, and in the stone milling in- in the essential harmony in the natur- dustry. To study prehistoric times, al world. In this way, we may be Clark has developed a stone technology able to create a future generation unit. Students, wearing safety glasses, sensitive to the ecological needs of experiment and test various rocks to under- tomorrow." stand their differences for stone imple- ment manufacturing. In the classroom Clark actually manufactures stone tools, while students record the manufacturing process step-by-step. When possible, teacher and students try out the imple- ments to verify their utility.

Archeology is further considered when plant and animal topics are covered. Clark explained that "prehistorically plant and animal exploitation was very important. People had to know basic in- formation about plant and animal struc- tures and communities in order to know about the availability of these resources within a particular environment." During class periods, students conduct biogeo- graphical surveys where they record habi- tat characteristics of various plants and animals they observe. In class students examine plants and animal skeletal materi- al which Clark provides to study the Native American use of the natural envir- onment.

Because of Clark's extensive ar etio- logical experience (his specialty is faunal analysis), and his access to actual col- lections, he can bring to class plant and animal bone refuse from archeological sites. Students work to interpret the material, reconstructing parts of the environment from the types of plant and animal remains identified from the refuse Throughout, the emphasis is on human adaptation to the environment.

Clark stressed that his Environmental * Hwi"»m*it Science and Archeology Program emphasizes that"people must maintain some form of balance with the environment and learn to live in harmony with the natural world. In the elementary and middle schools, archeology and science should 14

-vj» * MfNMM>

focusing on female reproductive 'Do'fou^now? cycles and changes in group composi- tion. •the March 29th issue of Newsweek, has a well-written feature article on •the Smithsonian Institution is test- paleontologist Stephen Jay Gould, ing and evaluating the Smithsonian "perhaps America's foremost writer and Family Learning Project developed at thinker on evolution." the Chesapeake Bay Center for Environ- mental Studies. It consists of "a •two directories of practicing anthro- unique set of activities for families pologists are available: 1) a national that use such ordinary, everyday ob- directory from the American Anthropol- jects as apples and celery, lawns, ogical Association consisting of AAA houseplants, and even the family pet members professionally employed, exclud- to teach young and old about science ing colleges, universities, and museums and the environment." For further (call 232-8800; AAA members $4.00, non- information and availability of this members $6.00); and 2) a local directory "fun-to-do" project, write to the of practicing anthropologists in the Smithsonian Family Learning Project, nation's capital, other than researchers P.O. Box 28, Edgewater, MD 21037. and teachers, available from WAPA (Wash- ington Assoication of Professional •observations of nonhuman primate Anthropologists), Box 8709, Washington, sexuality can provide not only in- D.C. 20011 for $4.50. sight into contemporary human sexual response but also clues to early •available now are three books with a hominid behavior. See "Hominid female perspective on human evolution Promiscuity and the Sexual Life of written by women anthropologists: Proto-Savages: Did Australopithecus Sarah Blaffer Hrdy, The Woman tha t Swing?" by Richard G. Whitten, Current 23 (February 1982): Never Evolved ; Nancy Tanner, On Becoming Anthropology

Human; and Helen Fisher, The Sex Contract : 99-101.

The Evolution of Human Behavior . •Anthro- Notes welcomes your suggestions •in the March issue of Natural History for teaching anthropology, editorials, magazine, Peter G. Veit discusses the upcoming events and appropriate books social structure of the mountain gorilla for the pre-college classroom. (near Karisoke Reserve in Rwanda) by 15

include Wiliam Fitzhugh, Susan Kap- UPCOMING EVENTS lan, Saradell Ard Frederick, George March 12 - August 12: "Contemporary Swinton, and James W. VanStone. For ticket North American Indian Art", exhibit information call 357-3030. (See article on Eskimo exhibit, at the Museum of Natural History, third p. ) floor. June 24 - 28; July 1-5: Festival of American April 17 - June 13: "The Tarahumara" Folklife. This season exhibit at the Museum of Natural History, Oklahoma is the featured state pre- third floor rotunda. senting ethnic music, crafts, and occupation folklore of the oil indus- try. Korean and April 21 - June 2: "Pre-Columbian Art Korean-American craftsmen, and Archeology of Peru" by Elizabeth P. singers, and dancers will Benson (Research Associate, Institute be presented along with numerous other events occurring during the festival of Andean Studies) . For information on the Smithsonian Resident Associate hours of 11 a.m. to 5:30 p.m. Program lecture series, call 357-3030. August 26 - February 21, 1983: May 4 - June 8: "The Tribal Eye: Case "Celebration: A World of Art and Studies in Art and Anthropology". Lec- Ritual" exhibit at the Renwick Gal- ture series by Smithsonian ethnologists lery. Second floor exhibits open specializing in Polynesian (Adrienne L. covering religious celebrations, Kaeppler), Tobelorese (Paul M. Taylor), storytelling, dance, games, and African (Gordon D. Gibson), Canela sports. First floor exhibits on (William H. Crocker), Mayan (Robert M. rites of passage, masks, costumes, and sound and music, opened March Laughlin) , and North American Indian 1982. (William C. Sturtevant) societies. For ticket information see April 21st.

May 13 - May 14: "Immigrants and Refu- gees in a Changing Nation: Research and Training Needs". Conference to be held at Boystown Center, Catholic Uni- versity. Interested persons should call: Lucy M. Cohen, Department of Anthropology, Catholic University of America, at 635-5080.

May 15: "Humans and Apes: Pathways in the Search of Human Origins". A sym- posium in New York City sponsored by the American Museum of Natural History and the L.S.B. Leakey Foundation. Speakers will be Jane Goodall, Dian Fossey, and Birute Galdikas with Donald Johanson as moderator. For ticket reservations and information call the American Museum of Natural History ^cz$> Membership Office at (212) 873-1327.

June 19: "Art and Culture of the Ber- ing Sea Eskimo". A day-long seminar sponsored by the Smithsonian Resident Associate Program office. Speakers ANTHRO- NOTES is part of The Anthropology for Teachers Program. This program is funded by the National Science Foundation and conducted by the Anthropology Departments of George Washington University and the Smithsonian Institution. Program Staff: Dr. Alison S. Brooks, Director; JoAnne Lanouette and Ruth 0. Selig. If you want information about the program or your name added to the mailing list, write: Ann Kaupp, Department of Anthropology, National Museum of Natural History, Stop 112, Smithsonian Institution, Washington, D.C. 20560.

ANTHRO-NOTES STAFF: Ann Kaupp, JoAnne Lanouette, Ruth 0. Selig, editors; Robert. Humphrey, Robert Lewis, Ellen Paige, artists.

Kaupp NHB 363 SMITHSONIAN INSTITUTION WASHINGTON, D. C. 20560 POSTAGE AND FEES PAID SMITHSONIAN INSTITUTION OFFICIAL BUSINESS PENALTY FOR PRIVATE USE. S300 FIRST CLASS MAIL Si

fc^LLY KEVIN St) 4416 FOREST GLEN COURT lS VA 22003