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I. a Consideration of Tine and Labor Expenditurein the Constrijction Process at the Teotihuacan Pyramid of the Sun and the Pover
I. A CONSIDERATION OF TINE AND LABOR EXPENDITURE IN THE CONSTRIJCTION PROCESS AT THE TEOTIHUACAN PYRAMID OF THE SUN AND THE POVERTY POINT MOUND Stephen Aaberg and Jay Bonsignore 40 II. A CONSIDERATION OF TIME AND LABOR EXPENDITURE IN THE CONSTRUCTION PROCESS AT THE TEOTIHUACAN PYRAMID OF THE SUN AND THE POVERTY POINT 14)UND Stephen Aaberg and Jay Bonsignore INTRODUCT ION In considering the subject of prehistoric earthmoving and the construction of monuments associated with it, there are many variables for which some sort of control must be achieved before any feasible demographic features related to the labor involved in such construction can be derived. Many of the variables that must be considered can be given support only through certain fundamental assumptions based upon observations of related extant phenomena. Many of these observations are contained in the ethnographic record of aboriginal cultures of the world whose activities and subsistence patterns are more closely related to the prehistoric cultures of a particular area. In other instances, support can be gathered from observations of current manual labor related to earth moving since the prehistoric constructions were accomplished manually by a human labor force. The material herein will present alternative ways of arriving at the represented phenomena. What is inherently important in considering these data is the element of cultural organization involved in such activities. One need only look at sites such as the Valley of the Kings and the great pyramids of Egypt, Teotihuacan, La Venta and Chichen Itza in Mexico, the Cahokia mound group in Illinois, and other such sites to realize that considerable time, effort and organization were required. -
Social Studies
SOCIAL STUDIES POVERTY POINT EARTHWORKS: GRADES 5-8 LOUISIANAS ANCIENT INHABITANTS (LESSON 2) GEORGE DURRETT TIME ALLOTMENT: STANDARDS: One 45-minute class periods United States History Standards for grades 5-12 This lesson can be used in conjunction withLesson http://www.sscnet.ucla.edu/nchs/standards/ 1: Poverty Point Earthworks: Evolutionary worldera1.html Milestones of the Americas, or separately. If used http://www.sscnet.ucla.edu/nchs/standards/ in conjunction with the first lesson, the Poverty Point worldera2.html film need not be shown again. The time allotment Standard 1A: Analyze how the natural environments would be one 45-minute class period. of the Tigris-Euphrates, Nile, and Indus valleys shaped the early development of civilization. OVERVIEW: Standard 1B: Analyze how the natural environments of the Tigris-Euphrates, Nile, and Indus valleys When we think of ancient cultures in the New World, shaped the early development of civilization. the Mayans, Aztecs, and Incas come to mind. Yet here Standard 2B: Compare the climate and geography of in Louisiana lies evidence of a culture that extends back the Huang He (Yellow River) valley with the as far as 1350 BC. The prehistoric people of Poverty natural environments of Mesopotamia, Egypt, Point created an earthen structure so immense that it and the Indus valley. was unrecognizable from the ground. In the 1950’s, an aerial photograph was discovered that pictured huge Louisiana Social Studies Content Standards earthen ridges and mounds that were not a product of http://www.doe.state.la.us/DOE/asps/home.asp natural geological formation. Geography: Physical and Cultural Systems Through the activities in this lesson, students will Students develop a spatial understanding of Earth’s examine the structures and artifacts of Poverty Point in surface and the processes that shape it, the order to understand the cultural aspects of North connections between people and places, and the American prehistoric people, their development in relationship between man and his environment. -
Further Investigations Into the King George
Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2010 Further investigations into the King George Island Mounds site (16LV22) Harry Gene Brignac Jr Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Social and Behavioral Sciences Commons Recommended Citation Brignac Jr, Harry Gene, "Further investigations into the King George Island Mounds site (16LV22)" (2010). LSU Master's Theses. 2720. https://digitalcommons.lsu.edu/gradschool_theses/2720 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. FURTHER INVESTIGATIONS INTO THE KING GEORGE ISLAND MOUNDS SITE (16LV22) A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts in The Department of Geography and Anthropology By Harry Gene Brignac Jr. B.A. Louisiana State University, 2003 May, 2010 ACKNOWLEDGMENTS First and foremost, I would like to give thanks to God for surrounding me with the people in my life who have guided and supported me in this and all of my endeavors. I have to express my greatest appreciation to Dr. Rebecca Saunders for her professional guidance during this entire process, and for her inspiration and constant motivation for me to become the best archaeologist I can be. -
Palaeolithic
A COURSEBOOK OF SOCIAL STUDIES Our team of experts: Sadaquat Ali Ansari Namrata Agrawal Asha Sangal Content Reviewers for the Series Vrinda Loiwal Consultant for Social and Emotional Learning (SEL) Subhashish Roy Consultant for Design K6056 Acknowledgements The Publishers would like to acknowledge Shutterstock for granting us permission to use the photographs and images listed below : Alvaro German Vilela (Fig 1.1), Sudip Ray (Fig 1.2), saiko3p (Fig1.6), arindambanerjee (Fig 2.1), Kachaya Thawansak (Fig2.2), Juan Aunion (Fig 2.3), mountainpix (Fig 2.7), ABIR ROY BARMAN (Fig 7.3), Curioso (Fig8.1), ArunjithKM (Fig 8.3), Monontour (Fig 8.4), Shal09 (Fig 10.9),Alex Mit (Fig 1.3), Iron Mary (Fig 1.4), Withan Tor (Fig 1.6), itechno (Fig 1.7), pakpoom (Fig 1.8), robert_s (Fig 1.9), Castleski (Fig 1.11), SKY2015 (Fig 1.15), Kheng Guan Toh (Fig 2.1) Phruet (Fig 2.2), Bardocz Peter (Fig 2.3), gomolach (Fig 2.4), Soleil Nordic (Fig 2.5), Nasky (Fig 2.6), Inna Bigun (Fig 2.7), Soleil Nordic (Fig 2.8), brichuas (Fig 2.9), Hollygraphic (Fig 3.2), Siberian Art (Fig 3.3), Designua (Fig 3.4), NoPainNoGain (Fig 3.5), Designua (Fig 3.6), Bardocz Peter (Fig 4.2),Serban Bogdan (Fig 4.3), Bardocz Peter (Fig 4.8), VINCENT GIORDANO PHOTO (Fig 4.12), Syda Productions (Fig 4.13), Kudryashka (Fig 4.14), nahariyani (Fig 4.15), dikobraziy (Fig 5.3), tonkaa (Fig 5.4), re_bekka (Fig 5.5), Yusiki (Fig 5.6), boreala (Fig 5.7), Dimitrios Karamitros (Fig 5.8), okili77 (5.9), trgrowth (Fig 5.12), Anton Foltin (5.13), iamnong (Fig 6.3), Vasily Gureev (Fig 6.5), Svetlana -
Indiana Archaeology
INDIANA ARCHAEOLOGY Volume 6 Number 1 2011 Indiana Department of Natural Resources Division of Historic Preservation and Archaeology (DHPA) ACKNOWLEDGMENTS Indiana Department of Natural Resources Robert E. Carter, Jr., Director and State Historic Preservation Officer Division of Historic Preservation and Archaeology (DHPA) James A. Glass, Ph.D., Director and Deputy State Historic Preservation Officer DHPA Archaeology Staff James R. Jones III, Ph.D., State Archaeologist Amy L. Johnson, Senior Archaeologist and Archaeology Outreach Coordinator Cathy L. Draeger-Williams, Archaeologist Wade T. Tharp, Archaeologist Rachel A. Sharkey, Records Check Coordinator Editors James R. Jones III, Ph.D. Amy L. Johnson Cathy A. Carson Editorial Assistance: Cathy Draeger-Williams Publication Layout: Amy L. Johnson Additional acknowledgments: The editors wish to thank the authors of the submitted articles, as well as all of those who participated in, and contributed to, the archaeological projects which are highlighted. The U.S. Department of the Interior, National Park Service is gratefully acknow- ledged for their support of Indiana archaeological research as well as this volume. Cover design: The images which are featured on the cover are from several of the individual articles included in this journal. This publication has been funded in part by a grant from the U.S. Department of the Interior, National Park Service‘s Historic Preservation Fund administered by the Indiana Department of Natural Resources, Division of Historic Preservation and Archaeology. In addition, the projects discussed in several of the articles received federal financial assistance from the Historic Preservation Fund Program for the identification, protection, and/or rehabilitation of historic properties and cultural resources in the State of Indiana. -
Architecture and the Pyramids of Giza Known As “The Age of the Pyramids,” the Old Kingdom Was Characterized by Revolutionary
Architecture and the Pyramids of Giza Known as “the Age of the Pyramids,” the Old Kingdom was characterized by revolutionary advancements in architecture. Figure 1: The Pyramids of Giza This view shows all three pyramid structures: the Great Pyramid, the Pyramid of Khafre, and the Pyramid of Menkaure. The Old Kingdom (2686 BC - 2182 BC) was a period of political stability and economic prosperity, during which great tombs were built for Egyptian Kings in the form of pyramids. The first king to launch a major pyramid building project was King Djoser, who built his famous “Step Pyramid” at Saqqara. The Pyramids of Giza are the greatest architectural achievement of the time, and include three pyramid structures and the Great Sphinx monument. It would have taken several thousand workers decades to complete just one pyramid. While we know that the stone for the pyramids was quarried, transported and cut from the nearby Nile, we still cannot be sure just how the massive stones were then put into place. While stone was generally reserved for tombs and temples, sun-baked mud bricks were used in the construction of Egyptian houses, palaces, fortresses, and town walls. Note: Limestone is an abundant rock of marine and freshwater sediments, primarily composed of calcite (CaCO₃). It occurs in a variety of forms, both crystalline and amorphous. To quarry means to obtain (mine) stone from an excavation pit, usually by blasting, cutting, or digging. A quarry is a site for mining stone, limestone or slate. A sphinx was a creature with the head of a human and the body of an animal (commonly a lion). -
LOUISIANA, the FIRST 300 YEARS ~ I ~ the LAND, the INDIANS, the EXPLORERS “Thames and All the Rivers of the Kings Ran Into
LOUISIANA, THE FIRST 300 YEARS ~ I ~ THE LAND, THE INDIANS, THE EXPLORERS “Thames and all the rivers of the kings ran into the Mississippi and were drowned.” Stephen Vincent Benet Until a million years ago, the Mississippi River did not exist. Nor did Louisiana, for its site was part of a huge body of water, an exten- sion of the sea into the continent of North America. During the Ice Age, 25,000 years ago, sheets of ice covered the cap of the North American continent. When the ice melted, it wiped out a number of drainage systems in Midwestern America and rerouted drainage to- ward the Mississippi, enlarging it considerably. The flowing water began to meander slowly southward, taking its debris with it, thus extending the Mississippi to its delta and filling in its southern end. As the delta filled, the sea retreated, leaving Lake Pontchartrain behind, separated from the Gulf about 5000 years ago. This new delta land was to become part of Colonial Louisiana in 1682; then, part of the Louisiana Purchase territory in 1803; and then, part of the state of Louisiana in 1812. The process of shaping and molding the land is not yet complete, even today. There are places in the delta where sugar cane fields, planted in the 18th century, are now under water. Yet there would have been no delta at all except for the Ice Age and its after- math. Over the centuries, the river has built up delta land by depositing material where it empties into the sea, forming sandbars, which in time became islands. -
The Archaeology of North America
ARCL 0079 THE ARCHAEOLOGY OF NORTH AMERICA 2018-2019 Term 2 THURSDAYS 4-6 PM ROOM 209 INSTITUTE OF ARCHAEOLOGY Coordinator: Katherine (Karen) Wright Additional teachers: Kevin Macdonald, Jose Oliver, Andrew Garrard, Patrick Quinn OVERVIEW OF MODULE CONTENT This module is an introduction to the archaeology of North America, from initial colonization by Eurasian hunter-gatherers, to the present day. Topics include the European encounter with the New World; physical and cultural geography of North America; colonization of the continent (ca. 20,000 BC); Palaeo-Indian hunter-gatherer societies and human ecology (20,000-8000 BC); the Archaic period (ca. 8000-1000 BC); the post-Archaic period (ca. 1000 BC – 1500 AD); early mound builders of the Middle and Late Archaic; sites of the Woodland-Adena-Hopewell cultures; the Mississippian culture; the emergence of pueblos in the American Southwest; the nature of social complexity in native North America, before European contact; the archaeology of European contact; Spanish and French colonization; British colonization; the archaeology of the early United States of America; the 19th century; the African diaspora, the archaeology of slavery, plantations, the Civil War, westward expansion of the United States; and issues in cultural heritage. 1 ARCL 0079 (previously 3099) ARCHAEOLOGY OF NORTH AMERICA 2018-19 Term 2, Thursdays 4-6 pm, Room 209 Institute of Archaeology Co-ordinator: Katherine (Karen) Wright ([email protected]), Room 101, IoA. Tel. 0207 679 4715 Additional teachers: Kevin MacDonald, Andrew Garrard, Jose Oliver, Patrick Quinn *Coordinator’s Office Hours: Tuesdays 2-5 pm; Wednesdays 4-6 pm; Fridays 4.15-5.30 pm. -
Classroom Archaeology: an Archaeology Activity Guide For
DOCUMENT RESUME ED 393 721 SO 025 292 AUTHOR Hawkins, Nancy W. TITLE Classroom Archaeology: An Archaeology ActivityGuide for Teachers. Third Edition. INSTITUTION Louisiana State Dept.of Culture, Recreation, and Tourism, Baton Rouge.Office of Cultural Development. SPONS AGENCY National Park Service(Dept. of Interior), Washington, D.C. PUB DATE 91 NOTE 117p. AVAILABLE FROMDivision of Archaeology, Office of Cultural Development, Department of Culture, Recreation and Tourism, State of Louisiana, P.O. Box 44247, Baton Rouge, LA 70804. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher)(052) EDRS PRICE MFO1 /PC05 Plus Postage. DESCRIPTORS Ancient History; Anthropology; *Archaeology; Community Characteristics; Cultural Background; Cultural Education; Elementary Secondary Education; *Heritage Education; Higher Education; *Local History; *Material Culture; Middle Schools; Social Studies ABSTRACT This guide describes archaeology activities appropriate for middle school students, but some activities can be used in intermediate and primary grades or high school and college classes. The activities range in length from less than one hour to 15 hours. A sequence of activities may be used together as a unit on archaeology, or individual activities may be used alone. The activities generally are arranged in the guide in order of increasing complexity. The guide is divided into five parts:(1) "Resources"; (2)"Short Activities";(3) "Games";(4) "Record a Site"; and (5) "Analyze a Site." (EH) *********************************************************************** -
Social Studies
SOCIAL STUDIES POVERTY POINT EARTHWORKS: GRADES 5-8 LOUISIANAS ANCIENT INHABITANTS (LESSON 1) GEORGE DURRETT TIME ALLOTMENT: STANDARDS: Two 45-minute class periods United States History Standards for grades 5-12 http://www.sscnet.ucla.edu/nchs/standards/ OVERVIEW: worldera1.html http://www.sscnet.ucla.edu/nchs/standards/ When we think of ancient cultures in the New worldera2.html World, the Mayans, Aztecs, and Incas come to mind. Standard 1A: Describe types of evidence and Yet here in Louisiana lies evidence of a culture that methods of investigation that extends back as far as 1350 BC. The prehistoric anthropologist, archaeologists, and other people of Poverty Point created an earthen structure scholars have used to reconstruct early so immense that it was unrecognizable from the human evolution and cultural development. ground. In the 1950’s, an aerial photograph was Standard 2B: Analyze differences between discovered that pictured huge earthen ridges and hunter-gatherer and agrarian communities mounds that were not a product of natural geological in economy, social organization, and formation. quality of living. Through the video and web activities in this lesson, students will examine the structures and Louisiana Social Studies Content Standards artifacts of Poverty Point in order to understand the http://www.doe.state.la.us/DOE/asps/home.asp cultural aspects of North American prehistoric people Geography: and the role of archeologists in preserving our past. Physical and Cultural Systems With the use of web site, film and text, analyze and Students develop a spatial understanding of Earth’s illustrate the roles of the people past and present that surface and the processes that shape it, the had an impact on this historic site. -
Biface Form and Structured Behaviour in the Acheulean
Lithics 27 BIFACE FORM AND STRUCTURED BEHAVIOUR IN THE ACHEULEAN Matthew Pope 7, Kate Russel 8 and Keith Watson 9 ___________________________________________________________________________ “Homo erectus of 700,000 years ago had a geometrically accurate sense of proportion and could impose this on stone in the external world…mathematical transformations were being performed” (Gowlett 1983: 185) ABSTRACT According to some perspectives, the standardised nature of biface forms and the rule- governed nature of biface discard reflect a highly structured and static adaptation. Furthermore, i t has also been suggested that the Acheulean represents a period of over a million years in which technological and social development were in relative stasis due to social limitations. In this paper we explore the possibility that this apparently static and highly conformable adaptation may have represented a crucial pre-linguistic phase in which humans became adept at engaging with, reacting to and manipulating an early semiotic environment. We also present evidence which suggests that, in addition to symmetry, there may have been an underlying preference for the manufacture of bifaces with proportions conforming to the ‘Golden Section’. The possibility that bifacial tool form and structured archaeological signatures might have combined to produce a self-organising effect on early human land-use behaviour is explored. These behaviours, we argue, formed through simple feedback mechanisms which led to the ordered transformation of artefact scatters over time. We suggest that the apparent homogeneity of Acheulean technology might therefore signal a cognitive phase in which material culture played a semiotic role prior to the development of language. Full reference : Pope, M., Russel, K. -
Povert)R Point Sta.Te Historic Site
Povert)r Point Sta.te Historic Site uisiana STATE PARKS A Rich Culture 12 Centuries fiiefore Christ The time was eight centuries after Egyptian slaves dragged huge stones across the desert to build the Great Pyramids, and before the great Mayan pyramids were constructed. The place was a site in what is now northeastern Louisiana. The people were a highly civilized group who left behind one of the most important archaeological sites in North America. The Poverty Point inhabitants, like the ancient Mayans, set for themselves an enormous task as they built a complex array of earthen mounds and ridges overlooking the Mississippi River flood plain. This accomplishment is particularly impressive for a pre-agricultural society. The central construction consists of six rows of concentric ridges, which .fhe at one time were five feet high. five aisles and six sections of ridges form a partial octagon. The diameter of the outermost ridges measures three-quarters of a mile. It is thought that these ridges served as LOOKOW POINT-Ir front of foundations for dwellings although little evidence of structures has the Vdtor Cmter b an obseruation tower which offers a panoramic been found. However, features and midden deposits uncovered during uiew of tlte site, ircludingPouer4t excavations support this theory. Point Mound. At the base of the tow(ris a scale modpl of the mtire Eathen mounds were also built on the site. Immediately to the west of facility whlch can be sem from atop concentric ridges lies Poverty Point a spectacular bird-shaped the Mound, the tower. The model giues uisitors a mound measuring about 700 by 640 feet at its base and rising 70 feet perspectiue they are unable to gain the ground.