North American Archaeology
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Alternative Histories and North American Archaeology
PAU01 9/17/2004 8:32 PM Page 1 1 Alternative Histories and North American Archaeology Timothy R. Pauketat and Diana DiPaolo Loren North America is one immense outdoor museum, telling a story that covers 9 million square miles and 25,000 years (Thomas 2000a:viii) The chapters in this volume highlight the story of a continent, from the Atlantic to Alaska, from the San Luis mission to Sonora, and from the Kennewick man of nine millennia ago to the Colorado coalfield strikes of nine decades ago (Figure 1.1). Given the considerable span of time and vastness of space, the reader might already be wondering: what holds North American archaeology together? Unlike other por- tions of the world, it is not the study of the sequential rise and fall of ancient states and empires that unified peoples into a people with a single writing system, calen- dar, or economy. No, North America is, and was, all about alternative histories. It is about peoples in the plural. Peoples did things differently in North America. They made their own histories, sometimes forgotten, subverted, and controversial but never outside the purview of archaeology. Yet, in their plurality, the North Americans of the past show us the commonalities of the human experience.The inimitable ways in which people made history in North America hold profound lessons for understanding the sweep of global history, if not also for comprehending the globalizing world in which we find ourselves today. That is, like all good yarns, there is a moral to this archaeological allegory: what people did do or could do matters significantly in the construction of the collective futures of all people. -
Ohio History Lesson 1
http://www.touring-ohio.com/ohio-history.html http://www.ohiohistorycentral.org/category.php?c=PH http://www.oplin.org/famousohioans/indians/links.html Benchmark • Describe the cultural patterns that are visible in North America today as a result of exploration, colonization & conflict Grade Level Indicator • Describe, the earliest settlements in Ohio including those of prehistoric peoples The students will be able to recognize and describe characteristics of the earliest settlers Assessment Lesson 2 Choose 2 of the 6 prehistoric groups (Paleo-indians, Archaic, Adena, Hopewell, Fort Ancients, Whittlesey). Give two examples of how these groups were similar and two examples of how these groups were different. Provide evidence from the text to support your answer. Bering Strait Stone Age Shawnee Paleo-Indian People Catfish •Pre-Clovis Culture Cave Art •Clovis Culture •Plano Culture Paleo-Indian People • First to come to North America • “Paleo” means “Ancient” • Paleo-Indians • Hunted huge wild animals for food • Gathered seeds, nuts and roots. • Used bone needles to sew animal hides • Used flint to make tools and weapons • Left after the Ice Age-disappeared from Ohio Archaic People Archaic People • Early/Middle Archaic Period • Late Archaic Period • Glacial Kame/Red Ocher Cultures Archaic People • Archaic means very old (2nd Ohio group) • Stone tools to chop down trees • Canoes from dugout trees • Archaic Indians were hunters: deer, wild turkeys, bears, ducks and geese • Antlers to hunt • All parts of the animal were used • Nets to fish -
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. -
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. -
Ancient Maize from Chacoan Great Houses: Where Was It Grown?
Ancient maize from Chacoan great houses: Where was it grown? Larry Benson*†, Linda Cordell‡, Kirk Vincent*, Howard Taylor*, John Stein§, G. Lang Farmer¶, and Kiyoto Futaʈ *U.S. Geological Survey, Boulder, CO 80303; ‡University Museum and ¶Department of Geological Sciences, University of Colorado, Boulder, CO 80309; §Navajo Nation Historic Preservation Department, Chaco Protection Sites Program, P.O. Box 2469, Window Rock, AZ 86515; and ʈU.S. Geological Survey, MS 963, Denver Federal Center, Denver, CO 80225 Edited by Jeremy A. Sabloff, University of Pennsylvania Museum of Archaeology and Anthropology, Philadelphia, PA, and approved August 26, 2003 (received for review August 8, 2003) In this article, we compare chemical (87Sr͞86Sr and elemental) analyses of archaeological maize from dated contexts within Pueblo Bonito, Chaco Canyon, New Mexico, to potential agricul- tural sites on the periphery of the San Juan Basin. The oldest maize analyzed from Pueblo Bonito probably was grown in an area located 80 km to the west at the base of the Chuska Mountains. The youngest maize came from the San Juan or Animas river flood- plains 90 km to the north. This article demonstrates that maize, a dietary staple of southwestern Native Americans, was transported over considerable distances in pre-Columbian times, a finding fundamental to understanding the organization of pre-Columbian southwestern societies. In addition, this article provides support for the hypothesis that major construction events in Chaco Canyon were made possible because maize was brought in to support extra-local labor forces. etween the 9th and 12th centuries anno Domini (A.D.), BChaco Canyon, located near the middle of the high-desert San Juan Basin of north-central New Mexico (Fig. -
State Parks and Early Woodland Cultures
State Parks and Early Woodland Cultures Key Objectives State Parks Featured Students will understand some basic information related to the ■ Mounds State Park www.in.gov/dnr/parklake/2977.htm Adena, Hopewell and early Woodland Indians, and their connec- ■ Falls of the Ohio State Park www.in.gov/dnr/parklake/2984.htm tions to Mounds and Falls of the Ohio state parks. The students will gain insight into the connection between the Adena culture and the Hopewell tradition, and learn how archaeologists have studied artifacts and mounds to understand these cultures. Activity: Standards: Benchmarks: Assessment Tasks: Key Concepts: Mounds Students will research what was import- Artifacts Identify and compare the major early cultures ant to the Adena Indians. The students Tribes Researching SS.4.1.1 that existed in the region that became Indiana will then compile a list of items found in Adena the Past before contact with Europeans. the Adena mounds and compare them to Hopewell items that we use today. Mississippians Identify and describe historic Native American Use computers in a cooperative group groups that lived in Indiana before the time of to create timelines of major events from SS.4.1.2 early European exploration, including ways that the era of the Adena to the rise of the the groups adapted to and interacted with the Hopewell Indians. physical environment. Use computers in a cooperative group Create and interpret timelines that show rela- to create timelines of major events from SS.4.1.15 tionships among people, events and movements the era of the Adena to the rise of the in the history of Indiana. -
Interpretation and Visitor Experience at Chaco Culture National Historic Park Maren Else Svare
University of New Mexico UNM Digital Repository Anthropology ETDs Electronic Theses and Dissertations 7-1-2015 Speaking in Circles: Interpretation and Visitor Experience at Chaco Culture National Historic Park Maren Else Svare Follow this and additional works at: https://digitalrepository.unm.edu/anth_etds Part of the Anthropology Commons Recommended Citation Svare, Maren Else. "Speaking in Circles: Interpretation and Visitor Experience at Chaco Culture National Historic Park." (2015). https://digitalrepository.unm.edu/anth_etds/69 This Thesis is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in Anthropology ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Maren Else Svare Candidate Anthropology Department This thesis is approved, and it is acceptable in quality and form for publication: Approved by the Thesis Committee: Dr. Ronda Brulotte, Chairperson Dr. Erin Debenport Dr. Loa Traxler i SPEAKING IN CIRCLES: INTERPRETATION AND VISITOR EXPERIENCE AT CHACO CULTURE NATIONAL HISTORIC PARK by MAREN ELSE SVARE BACHELOR OF ANTHROPOLOGY THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts Anthropology The University of New Mexico Albuquerque, New Mexico May, 2015 ii Acknowledgments This thesis could have been completed without the wisdom, support, and diligence of my committee. Thank you to my committee chair, Dr. Ronda Brulotte, for consistently and patiently guiding me to rethink and rework. Dr. Erin Debenport supplied both good humor and good advice, keeping my expectations realistic and my writing on track. I am grateful to Dr. -
University of Cincinnati
U UNIVERSITY OF CINCINNATI Date: 5/11/2009 I, Marianne R. Ballantyne , hereby submit this original work as part of the requirements for the degree of: Master of Arts in Anthropology It is entitled: Miami Fort: An Ancient Hydraulic Structure Marianne Ballantyne Student Signature: This work and its defense approved by: Committee Chair: Ken Tankersley Vern L. Scarborough Approval of the electronic document: I have reviewed the Thesis/Dissertation in its final electronic format and certify that it is an accurate copy of the document reviewed and approved by the committee. Committee Chair signature: Ken Tankersley Miami Fort: An Ancient Hydraulic Structure A thesis submitted to the Division of Graduate Studies and Research of the University of Cincinnati in partial fulfillment of the requirements for the degree of MASTER OF ARTS in the Department of Anthropology of the McMicken College of Arts and Sciences 2009 Marianne R. Ballantyne B.A., University of Toledo 2007 Committee: Kenneth B. Tankersley, Chair Vernon L. Scarborough ABSTRACT Miami Fort, located in southwestern Ohio, is a multicomponent hilltop earthwork approximately nine kilometers in length. Detailed geological analyses demonstrate that the earthwork was a complex gravity-fed hydraulic structure, which channeled spring waters and surface runoff to sites where indigenous plants and cultigens were grown in a highly fertile but drought prone loess soil. Drill core sampling, x-ray diffractometry, high-resolution magnetic susceptibility analysis, and radiocarbon dating demonstrate that the earthwork was built after the Holocene Climatic Optimum and before the Medieval Warming Period. The results of this study suggest that these and perhaps other southern Ohio hilltop earthworks are hydraulic structures rather than fortifications. -
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. -
Chaco Culture
National Park Service U.S. Department of the Interior Chaco Culture Chaco Culture N.H.P. Chaco Canyon Place Names In 1849, Lieutenant James Simpson, a member of the Washington Expedition, surveyed many areas throughout the Southwest. He described and reported on many ancestral Puebloan and Navajo archaeological sites now associated with Chaco Culture NHP. Simpson used the names given to him by Carravahal, a local guide, for many of the sites. These are the names that we use today. However, the Pueblo Peoples of NM, the Hopi of AZ, and the Navajo, have their own names for many of these places. Some of these names have been omitted due to their sacred and non-public nature. Many of the names listed here are Navajo since the Navajo have lived in the canyon most recently and continue to live in the area. These names often reveal how the Chacoan sites have been incorporated into the culture, history, and oral histories of the Navajo people. There are also different names for the people who lived here 1,000 years ago. The people who lived in Chaco were probably diverse groups of people. “Anasazi” is a Navajo word which translates to “ancient ones” or “ancient enemies.” Today, we refer to this group as the “Ancestral Puebloans” because many of the descendents of Chaco are the Puebloan people. However there are many groups that speak their own languages and have their own names for the ancient people here. “Ancestral Puebloans” is a general term that accounts for this. Chaco-A map drawn in 1776 by Spanish cartographer, Bernardo de Pacheco identifies this area as “Chaca” which is a Spanish colonial word commonly used to mean “a large expanse of open and unexplored land, desert, plain, or prairie.” The term “Chaca” is believed to be the origin of both the word Chacra in reference to Chacra Mesa and Chaco. -
Sacred Smoking
FLORIDA’SBANNER INDIAN BANNER HERITAGE BANNER TRAIL •• BANNERPALEO-INDIAN BANNER ROCK BANNER ART? • • THE BANNER IMPORTANCE BANNER OF SALT american archaeologySUMMER 2014 a quarterly publication of The Archaeological Conservancy Vol. 18 No. 2 SACRED SMOKING $3.95 $3.95 SUMMER 2014 americana quarterly publication of The Archaeological archaeology Conservancy Vol. 18 No. 2 COVER FEATURE 12 HOLY SMOKE ON BY DAVID MALAKOFF M A H Archaeologists are examining the pivitol role tobacco has played in Native American culture. HLEE AS 19 THE SIGNIFICANCE OF SALT BY TAMARA STEWART , PHOTO BY BY , PHOTO M By considering ethnographic evidence, researchers EU S have arrived at a new interpretation of archaeological data from the Verde Salt Mine, which speaks of the importance of salt to Native Americans. 25 ON THE TRAIL OF FLORIDA’S INDIAN HERITAGE TION, SOUTH FLORIDA MU TION, SOUTH FLORIDA C BY SUSAN LADIKA A trip through the Tampa Bay area reveals some of Florida’s rich history. ALLANT COLLE ALLANT T 25 33 ROCK ART REVELATIONS? BY ALEXANDRA WITZE Can rock art tell us as much about the first Americans as stone tools? 38 THE HERO TWINS IN THE MIMBRES REGION BY MARC THOMPSON, PATRICIA A. GILMAN, AND KRISTINA C. WYCKOFF Researchers believe the Mimbres people of the Southwest painted images from a Mesoamerican creation story on their pottery. 44 new acquisition A PRESERVATION COLLABORATION The Conservancy joins forces with several other preservation groups to save an ancient earthwork complex. 46 new acquisition SAVING UTAH’S PAST The Conservancy obtains two preserves in southern Utah. 48 point acquisition A TIME OF CONFLICT The Parkin phase of the Mississippian period was marked by warfare. -
Copy of Poverty Point Binder.Pdf
1. Exhibit Information for Teachers Thanks for choosing to share this fascinating piece of Louisiana prehistory with your students! The new, revamped Poverty Point Classroom Exhibit is an updated and expanded version of the well-loved Poverty Point exhibit that has been in circulation since 1986. The exhibit includes one DVD and three books, as well as artifacts and activities to teach your class about the Poverty Point site and culture. The activities contained within the exhibit are designed to teach, but also to be fun. This section provides a preview of what's included, and is designed to help in planning the Poverty Point unit for your class. When the Poverty Point unit is complete, please return all items in the exhibit, including the clay. If you have any questions, please call us at the Division of Archaeology (225-342-8166). We hope you enjoy these activities, and welcome your comments and suggestions! Exhibit Contents The Suitcase Artifacts Many artifacts are included in the suitcase. A complete inventory of artifacts is in the table on the next page. The artifacts can be introduced using a discovery learning or presentation technique. The Artifact Investigation Worksheet in Section 4 and the Artifact Question Cards should be used with the discovery learning technique. The Artifact Caption Cards may be displayed when using a presentation technique, or at the conclusion of the discovery learning technique. Most of the artifacts in the suitcase are 3,500 years old. Students may examine and touch them, but please take care to avoid dropping or damaging the artifacts.