Sunday, March 21, 2010
Barton Gulch PaleoIndians
"People of the Hearth" is an excellent video I show in my archaeology class about the Late Paleoindians that lived about 9400 years ago in Barton Gulch, in the mountains down by where Dillon, Montana, is now located. This is the Wikipedia article on it: http://en.wikipedia.org/wiki/Barton_Gulch
Definitely worth watching. I am not aware of any other videos out there specifically on an archaeological site in Montana, so if you know of another, please let me know in the comments!
Thursday, January 28, 2010
2010 Introduction to Archaeology Syllabus
INTRODUCTION TO ARCHAEOLOGY
CRN 39222 / ANTH 103A /3 credits
Spring 2010/ T & Th, 3:30-4:45 pm / DON 206
Instructor: Lance M. Foster, M.A., M.L.A.
E-mail: lancemfoster@yahoo.com
Academic Web Site: N/A
Office Hours/Location: By Appointment (Home phone: 422-5911)
Course Description
Archaeology is the study of the human past through the remains of their material culture. Archaeology uses many different approaches and tools to study and explain how people lived in the distant and not-so-distant past. Artifacts, sites, settlements, and landscapes may be studied to help reveal how people lived, how they saw themselves and their world, what the environment was like, and how these factors interrelated and changed through time. In this class you will gain an overview of what archaeology is, how archaeology is done, and what it can tell us about our world, past, present and perhaps even a glimpse of our future. This course is intended to be an introductory survey of archaeology for undergraduate students, either as an elective or as a foundation for further studies in archaeology. There are no prerequisites for this course.
Course Outcomes
Students who participate fully in this class will:
• Students will be able to describe the scientific approach to archaeological investigation and ethics, and how this differs from popular misunderstandings about the discipline
• Students will be able to trace the historic origins and key thinkers of archaeology
• Students will able to discuss a basic understanding of archaeological cultures in Montana and the practice of archaeology in the state
• Students will be able to define and discuss the key terms and concepts used in archaeology, from artifacts and features, through excavation and analysis
• Students will be able to identify and discuss a basic outline of major archaeological cultures at the national and international levels
• Students will be understand and compare diverse interests in the past
• Students will be able to describe the concepts of archaeological ethics and stewardship
• Students will learn to apply the lessons of archaeology as applied to contemporary developments in society today
Required Texts
Ashmore, Wendy, and Robert J. Sharer
2000 Discovering Our Past: A Brief Introduction to Archaeology. 3rd edition. McGraw-Hill.
Diamond, Jared
2005 Collapse: How Societies Choose to Fail or Succeed. New York: Penguin Books.
Feder, Kenneth L.
2005 Frauds, Myths, and Mysteries: Science and Pseudoscience in Archaeology. 5th Edition. McGraw-Hill.
Course Grading and Expectations
A. ATTENDANCE: Attendance will be taken for every scheduled class; students are responsible for making sure they sign the sign-in sheet themselves which is passed out at the start of every class. The student should also attend the entire class and not duck out early. This is because if students are having trouble in class it is often because they miss too many classes. In addition, if the student is failing, we are required to tell the administration the last day the student attended class, which may also affect some funding sources. Every full class the student attends is worth 5 points.
The only exceptions will be for documented medical situations. Please get the notes from other students if you have to miss a class. The professor will not provide copies of his lecture notes to students. Makeup exams will only be given for documented medical situations.
B. PARTICIPATION: Classes include lectures, discussions, and videos. Assigned readings must be done IN ADVANCE so you can DISCUSS the material in class. Lectures include material beyond that in your texts for which you will be responsible on exams, so note-taking and attendance are required. You are encouraged to bring in articles from the current news media to discuss. Class participation is expected and will count positively towards your final grade.
C. EXAMS: There will be two exams, a midterm and a final. Both are made up of fill-in-the-blank, multiple choice and matching, with short essay-type questions. Each will cover assigned readings for that time period as well as lectures and other class materials. The final will be cumulative to a small degree in that you will need to know the basic concepts of archaeology to interpret the record of prehistory and early history. There will be NO makeup exams except in fully documented serious circumstances. A makeup exam must be taken within one week of the missed exam, and will consist of all essay questions.
D. There is a Special Project worth 50 points which will be discussed in a later class.
Also, be sure and read the “Academic Integrity” statement from UM-Helena below; students will be held strictly accountable to this statement.
E. FINAL GRADE CALCULATION:
Attendance 30 classes = 5 points each = 150 points
Midterm (closed book) 50 points
Final (closed book) 50 points
Special Project/Presentation 50 points
300 points possible, divided by 3 = final score
100-90 points = A
80-89 points = B
70-79 points = C
60-69 points = D
Late policy/penalties: Assignments are due in HARDCOPY at the beginning of class on the day they are assigned; papers will be dropped one full grade for each day they are late.
Students with physical, cognitive, or psychological disabilities are encouraged to meet with the Director of Disability Services, Cindy Yarberry, in the ACCESS Center, to discuss possible accommodations. She can be reached at 444-6897 or at yarberryc@umhelena.edu. All information will be kept confidential. If a student requires testing accommodations, it is the student's responsibility to ask me to send a copy of the test to the ACCESS Center at least 24 hours in advance of the test
Academic Rigor
Based on the UM-H Academic Rigor Value Statement, here what you should expect from me:
1) that I communicate the course expectations to you and have them summarized on this syllabus;
2) that I come to class prepared, and that I give you useful feedback on your assignments in a timely manner;
3) that I am available to you outside of the classroom;
4) that you can collaborate with your classmates on writing assignments as long as the products of those assignments are truly your work;
5) that the assignments are relevant, meaningful and challenging;
6) that I approach guiding your learning in ways geared to your diverse talents and abilities;
7) that I reduce, if not eliminate, your perceived need to plagiarize, and that I challenge plagiarism should it occur.
Based on the UM-H Academic Rigor Value Statement, here is what I expect from you:
1) that you will set high expectations for yourself along with a strong sense of collegiate purpose; that you come to class prepared, and complete and submit assignments by the deadlines;
2) that you make the most of your time with me in and out of class;
3) that you treat fellow students and the classroom with respect, and participate in our process;
4) that you manage your time so that you can treat college and this course as real work with real value;
5) that you participate with complete honesty and integrity; and finally
6) that you accept responsibility for learning and the grades you earn.
Academic Integrity
The University of Montana-Helena adheres to high standards of academic integrity. A single instance of the following violations will result in an F grade for that assignment; a subsequent violation will result in an FX grade for the course (see Catalog), and in both cases I will report the violation to the academic dean:
• Plagiarism: submitting the words, work or ideas of others without properly crediting them; this includes tracing/copying the artistic work of others, including sources from the Internet
• Using work generated in another class, by you or someone else, for credit in this class without permission from the instructor.
Misc.
This syllabus is subject to change. Please turn off cell phones during class.
Students with unique learning needs are encouraged to see me to discuss course requirements and approved accommodations. Students who seek information about disability services should contact Disability Services Director Judy Hay, located in the Access Center, at 444-6897, or at hayj@hct.umt.edu.
Class Schedule
*IMPORTANT: Guest speakers are invited and 1-2 field trips are planned; due to weather considerations, etc., when they occur, the schedule will be adjusted accordingly.
WEEK ONE
Jan. 19 T First day of class; class introductions, class syllabus, standards and expectations; the required texts and other materials.
Reading assignments for next class: Ashmore and Sharer, Chapter 1: “Introduction,” pp. 1-24; Feder, Chapter 1: “Science and Pseudoscience,” pp. 1-16
Jan. 21 Th What Archaeology is—and what it is not. Archaeology defined; ethics and misuses of archaeology; archaeology as science, as history and as anthropology; archaeology as a profession.
Reading assignment for next class: Ashmore and Sharer, Chapter 2: “Archaeology’s Past”, pp. 25-38; Ashmore and Sharer, Chapter 3: “Contemporary Approaches to Archaeology,” pp. 39-60.
WEEK TWO
Jan. 26 T The History of Archaeology: Origins, development, and the contemporary scene. The (sub)culture of archaeologists and archaeology.
Reading assignment for next class: Feder, Chapter 2: “Epistemology: How You Know What You Know,” pp. 17-43 and Chapter 3, “Anatomy of an Archaeological Hoax”, pp. 44-63,
Jan. 28 Th Epistemology (how you know what you know), critical thinking, and scientific archaeology. The Cardiff Giant: frauds and hoaxes in archaeology.
Reading assignment for next class: Ashmore and Sharer, Chapter 4: “How Archaeology Works,” pp. 61-86.
WEEK THREE
Feb. 2 T Archaeological data, deposition and site transformation processes, research design; archaeological research projects.
Reading assignment for next class: Ashmore and Sharer, Chapter 5: “Fieldwork,” pp. 87-124 and Feder, Chapter 10, “Good Vibrations: Psychics and Dowsers,” pp. 261-277.
Feb. 4 Th Archaeology in the field: Survey, excavation, data processing, classification.
Reading assignment for next class: Ashmore and Sharer, Chapter 6: “Analyzing the Past,” pp. 125-156.
WEEK FOUR
Feb. 9 T Archaeology in the laboratory: Analysis of artifacts, ecofacts, and features.
Reading assignment for next class: Ashmore and Sharer, Chapter 7: “Dating the Past,” Pp. 157-178.
Feb. 11 Th
Archaeology in the laboratory: Chronology, seriation, sequence comparison, stratigraphy, geochronology, obsidian hydration, floral and faunal analysis, radiometry, archaeomagnetism, limited/experimental methods.
Reading assignment for next class: Ashmore and Sharer, Chapter 8: “Reconstructing the Past,” Pp. 179-211.
WEEK FIVE
Feb. 16 T Archaeological Interpretation: Analogy and the abuse of analogy, Identifying activities in space and time
Reading assignment for next class: Ashmore and Sharer, Chapter 9: “Understanding the Past,” Pp. 212-237 and Chapter 11, “Old Time Religion – New Age Visions,” pp. 278-310.
Feb. 18 Th Archaeological Paradigms: Culture History Approach, Processualism, Post-Processual and Emergent Interpretations, Multiple Approaches, Alternative Archaeologies
Reading assignment for next class: Ashmore and Sharer, Chapter 10: “Archaeology Today,” pp. 238-254 and Feder, Chapter 12, “Real Mysteries of a Veritable Past,” pp. 311-333.
WEEK SIX
Feb. 23 T Contemporary Issues in Archaeology: Ethics, looting and antiquities collecting; destruction in the name of progress; Cultural Resource Management (CRM); nationalism. colonialism and war; working with descendant communities; the responsibilities of archaeology.
Reading assignment for next class: None, as there will be an exam that class
Feb. 25 Th Contemporary Issues in Archaeology (continued); Midterm Exam Review
WEEK SEVEN
Mar. 2 T MIDTERM EXAM
Mar. 4 Th Discussion of Exam. Reading assignments for next class: Feder, Chapter 7, “Lost: One Continent – Reward,” pp. 177-206.
WEEK EIGHT
Mar. 9 T Outline of Old World Archaeology: Hominids: The Peopling of the World (Africa, Europe, Asia, and the Americas); DNA and archaeological evidence.
Reading assignment for next class: Feder, Chapter 4, “Dawson’s Dawn Man: The Hoax at Piltdown,” pp. 64-90 and Chapter 9, “Mysterious Egypt,” pp. 234-260.
Mar. 11 Th Outline of Old World Archaeology: Agriculture and the Great Civilizations; Internationally-significant archaeological sites/landscapes of the Old World.
Reading assignment for next class: Chapter 8, “Prehistoric E.T.: The Fantasy of Ancient Astronauts,” pp. 207-233.
WEEK NINE
Mar. 16 T New World Archaeology: The Peopling of the Americas; Controversies and Native American views.
Reading assignment for next class: Feder, Chapter 5, “Who Discovered America?,” pp. 91-145 and Chapter 6, “The Myth of the Moundbuilders,” pp. 147-176.
Mar. 18 Th New World Archaeology: Agricultural Societies and New World Civilizations; Internationally-significant archaeological sites/landscapes of the New World.
Reading assignment for next class (after Spring Break): Begin reading Jared Diamond’s “Collapse”, Prologue pp. 1-23, and further, to get a head start).
WEEK TEN
Mar. 22-26 SPRING BREAK – No Classes; College Open
WEEK ELEVEN
Mar. 30 T Montana Archaeology Overview: Prehistoric Archaeology in Montana; the Historic Indian tribes of Montana; Historic Archaeology in Montana: Mining, ranching, timber, industrial.
Reading assignment for next class: Diamond, “Part One: Modern Montana; Chapter 1: Under Montana’s Big Sky,” pp. 25-75.
Apr. 1 Th Lessons from Archaeology: Montana in Jared Diamond’s “Collapse.”
Reading assignment for next class: Diamond, “Part Two: Past Societies”: “Chapter 2: Twilight at Easter” (pp. 79-119) and “Chapter 3: The Last People Alive: Pitcairn and Henderson Islands” (pp. 120-135).
WEEK TWELVE
Apr. 6 T Lessons from Archaeology: “Collapse”: Easter Island and the Polynesians
Reading assignment for next class: Diamond, “Part Two: Past Societies”: “Chapter 4: The Ancient Ones: The Anasazi and Their Neighbors” (pp. 136-156) and “Chapter 5: The Maya Collapses” (pp. 157-177).
Apr. 8 Th Lessons from Archaeology: “Collapse”: The Anasazi and the Maya
Reading assignment for next class: Diamond, “Part Two: Past Societies”: “Chapter 6: The Viking Prelude and Fugues” (pp. 178-210) and “Chapter 7: Norse Greenland’s Flowering” (pp. 211-247).
WEEK THIRTEEN
Apr. 13 T Lessons from Archaeology: “Collapse”: The Vikings, Part I
Reading assignment for next class: Diamond, “Part Two: Past Societies”: “Chapter 8: Norse Greenland’s End” (pp. 248-276) and “Chapter 9: Opposite Paths to Success” (pp. 277-308.
Apr. 15 Th Lessons from Archaeology: “Collapse”: The Vikings, Part II
Reading assignment for next class: Diamond, “Part Three: Modern Societies”: “Chapter 10: Malthus in Africa: Rwanda’s Genocide” (pp. 311-328) and “Chapter 11: One Island, Two Peoples, Two Histories: The Dominican Republic and Haiti” (pp. 329-357).
WEEK FOURTEEN
Apr. 20 T Lessons from Archaeology: “Collapse”: Modern Societies: Africa and the Caribbean
Reading assignment for next class: Diamond, “Part Three: Modern Societies”: “Chapter 12: China, Lurching Giant” (pp. 358-377) and “Chapter 13: ‘Mining’ Australia” (pp. 378-416.
Apr. 22 Th Lessons from Archaeology: “Collapse”: Modern Societies: Asia and the Pacific
Reading assignment for next class: Diamond, “Practical Lessons”: “Chapter 14: Why Do Some Societies Make Disastrous Decisions?” (pp. 419-440) and “Chapter 15: Big Businesses and the Environment: Different Conditions, Different Outcomes” (pp. 441-485).
WEEK FIFTEEN
Apr. 27 T Lessons from Archaeology: “Collapse”: Practical Lessons: Societies, Businesses and the Environment
Reading assignment for next class: Diamond, “Practical Lessons”: “Chapter 16: The World as a Polder: What Does It All Mean to Us Today?” (pp. 486-525).
Apr. 29 Th Lessons from Archaeology: “Collapse”: Practical Lessons: “What Does It All Mean to Us Today?”
LAST DAY FOR SPECIAL PROJECTS PRESENTATIONS
WEEK SIXTEEN (LAST WEEK OF CLASS)
The Final Exams are scheduled as a whole by the college. To avoid conflicts and allow for extra length of some finals; as soon as I know the schedule for our final exam, I will inform the students. The other class will be a field trip.
May 4 T -Flex-
May 6 Th -Flex-
CRN 39222 / ANTH 103A /3 credits
Spring 2010/ T & Th, 3:30-4:45 pm / DON 206
Instructor: Lance M. Foster, M.A., M.L.A.
E-mail: lancemfoster@yahoo.com
Academic Web Site: N/A
Office Hours/Location: By Appointment (Home phone: 422-5911)
Course Description
Archaeology is the study of the human past through the remains of their material culture. Archaeology uses many different approaches and tools to study and explain how people lived in the distant and not-so-distant past. Artifacts, sites, settlements, and landscapes may be studied to help reveal how people lived, how they saw themselves and their world, what the environment was like, and how these factors interrelated and changed through time. In this class you will gain an overview of what archaeology is, how archaeology is done, and what it can tell us about our world, past, present and perhaps even a glimpse of our future. This course is intended to be an introductory survey of archaeology for undergraduate students, either as an elective or as a foundation for further studies in archaeology. There are no prerequisites for this course.
Course Outcomes
Students who participate fully in this class will:
• Students will be able to describe the scientific approach to archaeological investigation and ethics, and how this differs from popular misunderstandings about the discipline
• Students will be able to trace the historic origins and key thinkers of archaeology
• Students will able to discuss a basic understanding of archaeological cultures in Montana and the practice of archaeology in the state
• Students will be able to define and discuss the key terms and concepts used in archaeology, from artifacts and features, through excavation and analysis
• Students will be able to identify and discuss a basic outline of major archaeological cultures at the national and international levels
• Students will be understand and compare diverse interests in the past
• Students will be able to describe the concepts of archaeological ethics and stewardship
• Students will learn to apply the lessons of archaeology as applied to contemporary developments in society today
Required Texts
Ashmore, Wendy, and Robert J. Sharer
2000 Discovering Our Past: A Brief Introduction to Archaeology. 3rd edition. McGraw-Hill.
Diamond, Jared
2005 Collapse: How Societies Choose to Fail or Succeed. New York: Penguin Books.
Feder, Kenneth L.
2005 Frauds, Myths, and Mysteries: Science and Pseudoscience in Archaeology. 5th Edition. McGraw-Hill.
Course Grading and Expectations
A. ATTENDANCE: Attendance will be taken for every scheduled class; students are responsible for making sure they sign the sign-in sheet themselves which is passed out at the start of every class. The student should also attend the entire class and not duck out early. This is because if students are having trouble in class it is often because they miss too many classes. In addition, if the student is failing, we are required to tell the administration the last day the student attended class, which may also affect some funding sources. Every full class the student attends is worth 5 points.
The only exceptions will be for documented medical situations. Please get the notes from other students if you have to miss a class. The professor will not provide copies of his lecture notes to students. Makeup exams will only be given for documented medical situations.
B. PARTICIPATION: Classes include lectures, discussions, and videos. Assigned readings must be done IN ADVANCE so you can DISCUSS the material in class. Lectures include material beyond that in your texts for which you will be responsible on exams, so note-taking and attendance are required. You are encouraged to bring in articles from the current news media to discuss. Class participation is expected and will count positively towards your final grade.
C. EXAMS: There will be two exams, a midterm and a final. Both are made up of fill-in-the-blank, multiple choice and matching, with short essay-type questions. Each will cover assigned readings for that time period as well as lectures and other class materials. The final will be cumulative to a small degree in that you will need to know the basic concepts of archaeology to interpret the record of prehistory and early history. There will be NO makeup exams except in fully documented serious circumstances. A makeup exam must be taken within one week of the missed exam, and will consist of all essay questions.
D. There is a Special Project worth 50 points which will be discussed in a later class.
Also, be sure and read the “Academic Integrity” statement from UM-Helena below; students will be held strictly accountable to this statement.
E. FINAL GRADE CALCULATION:
Attendance 30 classes = 5 points each = 150 points
Midterm (closed book) 50 points
Final (closed book) 50 points
Special Project/Presentation 50 points
300 points possible, divided by 3 = final score
100-90 points = A
80-89 points = B
70-79 points = C
60-69 points = D
Late policy/penalties: Assignments are due in HARDCOPY at the beginning of class on the day they are assigned; papers will be dropped one full grade for each day they are late.
Students with physical, cognitive, or psychological disabilities are encouraged to meet with the Director of Disability Services, Cindy Yarberry, in the ACCESS Center, to discuss possible accommodations. She can be reached at 444-6897 or at yarberryc@umhelena.edu. All information will be kept confidential. If a student requires testing accommodations, it is the student's responsibility to ask me to send a copy of the test to the ACCESS Center at least 24 hours in advance of the test
Academic Rigor
Based on the UM-H Academic Rigor Value Statement, here what you should expect from me:
1) that I communicate the course expectations to you and have them summarized on this syllabus;
2) that I come to class prepared, and that I give you useful feedback on your assignments in a timely manner;
3) that I am available to you outside of the classroom;
4) that you can collaborate with your classmates on writing assignments as long as the products of those assignments are truly your work;
5) that the assignments are relevant, meaningful and challenging;
6) that I approach guiding your learning in ways geared to your diverse talents and abilities;
7) that I reduce, if not eliminate, your perceived need to plagiarize, and that I challenge plagiarism should it occur.
Based on the UM-H Academic Rigor Value Statement, here is what I expect from you:
1) that you will set high expectations for yourself along with a strong sense of collegiate purpose; that you come to class prepared, and complete and submit assignments by the deadlines;
2) that you make the most of your time with me in and out of class;
3) that you treat fellow students and the classroom with respect, and participate in our process;
4) that you manage your time so that you can treat college and this course as real work with real value;
5) that you participate with complete honesty and integrity; and finally
6) that you accept responsibility for learning and the grades you earn.
Academic Integrity
The University of Montana-Helena adheres to high standards of academic integrity. A single instance of the following violations will result in an F grade for that assignment; a subsequent violation will result in an FX grade for the course (see Catalog), and in both cases I will report the violation to the academic dean:
• Plagiarism: submitting the words, work or ideas of others without properly crediting them; this includes tracing/copying the artistic work of others, including sources from the Internet
• Using work generated in another class, by you or someone else, for credit in this class without permission from the instructor.
Misc.
This syllabus is subject to change. Please turn off cell phones during class.
Students with unique learning needs are encouraged to see me to discuss course requirements and approved accommodations. Students who seek information about disability services should contact Disability Services Director Judy Hay, located in the Access Center, at 444-6897, or at hayj@hct.umt.edu.
Class Schedule
*IMPORTANT: Guest speakers are invited and 1-2 field trips are planned; due to weather considerations, etc., when they occur, the schedule will be adjusted accordingly.
WEEK ONE
Jan. 19 T First day of class; class introductions, class syllabus, standards and expectations; the required texts and other materials.
Reading assignments for next class: Ashmore and Sharer, Chapter 1: “Introduction,” pp. 1-24; Feder, Chapter 1: “Science and Pseudoscience,” pp. 1-16
Jan. 21 Th What Archaeology is—and what it is not. Archaeology defined; ethics and misuses of archaeology; archaeology as science, as history and as anthropology; archaeology as a profession.
Reading assignment for next class: Ashmore and Sharer, Chapter 2: “Archaeology’s Past”, pp. 25-38; Ashmore and Sharer, Chapter 3: “Contemporary Approaches to Archaeology,” pp. 39-60.
WEEK TWO
Jan. 26 T The History of Archaeology: Origins, development, and the contemporary scene. The (sub)culture of archaeologists and archaeology.
Reading assignment for next class: Feder, Chapter 2: “Epistemology: How You Know What You Know,” pp. 17-43 and Chapter 3, “Anatomy of an Archaeological Hoax”, pp. 44-63,
Jan. 28 Th Epistemology (how you know what you know), critical thinking, and scientific archaeology. The Cardiff Giant: frauds and hoaxes in archaeology.
Reading assignment for next class: Ashmore and Sharer, Chapter 4: “How Archaeology Works,” pp. 61-86.
WEEK THREE
Feb. 2 T Archaeological data, deposition and site transformation processes, research design; archaeological research projects.
Reading assignment for next class: Ashmore and Sharer, Chapter 5: “Fieldwork,” pp. 87-124 and Feder, Chapter 10, “Good Vibrations: Psychics and Dowsers,” pp. 261-277.
Feb. 4 Th Archaeology in the field: Survey, excavation, data processing, classification.
Reading assignment for next class: Ashmore and Sharer, Chapter 6: “Analyzing the Past,” pp. 125-156.
WEEK FOUR
Feb. 9 T Archaeology in the laboratory: Analysis of artifacts, ecofacts, and features.
Reading assignment for next class: Ashmore and Sharer, Chapter 7: “Dating the Past,” Pp. 157-178.
Feb. 11 Th
Archaeology in the laboratory: Chronology, seriation, sequence comparison, stratigraphy, geochronology, obsidian hydration, floral and faunal analysis, radiometry, archaeomagnetism, limited/experimental methods.
Reading assignment for next class: Ashmore and Sharer, Chapter 8: “Reconstructing the Past,” Pp. 179-211.
WEEK FIVE
Feb. 16 T Archaeological Interpretation: Analogy and the abuse of analogy, Identifying activities in space and time
Reading assignment for next class: Ashmore and Sharer, Chapter 9: “Understanding the Past,” Pp. 212-237 and Chapter 11, “Old Time Religion – New Age Visions,” pp. 278-310.
Feb. 18 Th Archaeological Paradigms: Culture History Approach, Processualism, Post-Processual and Emergent Interpretations, Multiple Approaches, Alternative Archaeologies
Reading assignment for next class: Ashmore and Sharer, Chapter 10: “Archaeology Today,” pp. 238-254 and Feder, Chapter 12, “Real Mysteries of a Veritable Past,” pp. 311-333.
WEEK SIX
Feb. 23 T Contemporary Issues in Archaeology: Ethics, looting and antiquities collecting; destruction in the name of progress; Cultural Resource Management (CRM); nationalism. colonialism and war; working with descendant communities; the responsibilities of archaeology.
Reading assignment for next class: None, as there will be an exam that class
Feb. 25 Th Contemporary Issues in Archaeology (continued); Midterm Exam Review
WEEK SEVEN
Mar. 2 T MIDTERM EXAM
Mar. 4 Th Discussion of Exam. Reading assignments for next class: Feder, Chapter 7, “Lost: One Continent – Reward,” pp. 177-206.
WEEK EIGHT
Mar. 9 T Outline of Old World Archaeology: Hominids: The Peopling of the World (Africa, Europe, Asia, and the Americas); DNA and archaeological evidence.
Reading assignment for next class: Feder, Chapter 4, “Dawson’s Dawn Man: The Hoax at Piltdown,” pp. 64-90 and Chapter 9, “Mysterious Egypt,” pp. 234-260.
Mar. 11 Th Outline of Old World Archaeology: Agriculture and the Great Civilizations; Internationally-significant archaeological sites/landscapes of the Old World.
Reading assignment for next class: Chapter 8, “Prehistoric E.T.: The Fantasy of Ancient Astronauts,” pp. 207-233.
WEEK NINE
Mar. 16 T New World Archaeology: The Peopling of the Americas; Controversies and Native American views.
Reading assignment for next class: Feder, Chapter 5, “Who Discovered America?,” pp. 91-145 and Chapter 6, “The Myth of the Moundbuilders,” pp. 147-176.
Mar. 18 Th New World Archaeology: Agricultural Societies and New World Civilizations; Internationally-significant archaeological sites/landscapes of the New World.
Reading assignment for next class (after Spring Break): Begin reading Jared Diamond’s “Collapse”, Prologue pp. 1-23, and further, to get a head start).
WEEK TEN
Mar. 22-26 SPRING BREAK – No Classes; College Open
WEEK ELEVEN
Mar. 30 T Montana Archaeology Overview: Prehistoric Archaeology in Montana; the Historic Indian tribes of Montana; Historic Archaeology in Montana: Mining, ranching, timber, industrial.
Reading assignment for next class: Diamond, “Part One: Modern Montana; Chapter 1: Under Montana’s Big Sky,” pp. 25-75.
Apr. 1 Th Lessons from Archaeology: Montana in Jared Diamond’s “Collapse.”
Reading assignment for next class: Diamond, “Part Two: Past Societies”: “Chapter 2: Twilight at Easter” (pp. 79-119) and “Chapter 3: The Last People Alive: Pitcairn and Henderson Islands” (pp. 120-135).
WEEK TWELVE
Apr. 6 T Lessons from Archaeology: “Collapse”: Easter Island and the Polynesians
Reading assignment for next class: Diamond, “Part Two: Past Societies”: “Chapter 4: The Ancient Ones: The Anasazi and Their Neighbors” (pp. 136-156) and “Chapter 5: The Maya Collapses” (pp. 157-177).
Apr. 8 Th Lessons from Archaeology: “Collapse”: The Anasazi and the Maya
Reading assignment for next class: Diamond, “Part Two: Past Societies”: “Chapter 6: The Viking Prelude and Fugues” (pp. 178-210) and “Chapter 7: Norse Greenland’s Flowering” (pp. 211-247).
WEEK THIRTEEN
Apr. 13 T Lessons from Archaeology: “Collapse”: The Vikings, Part I
Reading assignment for next class: Diamond, “Part Two: Past Societies”: “Chapter 8: Norse Greenland’s End” (pp. 248-276) and “Chapter 9: Opposite Paths to Success” (pp. 277-308.
Apr. 15 Th Lessons from Archaeology: “Collapse”: The Vikings, Part II
Reading assignment for next class: Diamond, “Part Three: Modern Societies”: “Chapter 10: Malthus in Africa: Rwanda’s Genocide” (pp. 311-328) and “Chapter 11: One Island, Two Peoples, Two Histories: The Dominican Republic and Haiti” (pp. 329-357).
WEEK FOURTEEN
Apr. 20 T Lessons from Archaeology: “Collapse”: Modern Societies: Africa and the Caribbean
Reading assignment for next class: Diamond, “Part Three: Modern Societies”: “Chapter 12: China, Lurching Giant” (pp. 358-377) and “Chapter 13: ‘Mining’ Australia” (pp. 378-416.
Apr. 22 Th Lessons from Archaeology: “Collapse”: Modern Societies: Asia and the Pacific
Reading assignment for next class: Diamond, “Practical Lessons”: “Chapter 14: Why Do Some Societies Make Disastrous Decisions?” (pp. 419-440) and “Chapter 15: Big Businesses and the Environment: Different Conditions, Different Outcomes” (pp. 441-485).
WEEK FIFTEEN
Apr. 27 T Lessons from Archaeology: “Collapse”: Practical Lessons: Societies, Businesses and the Environment
Reading assignment for next class: Diamond, “Practical Lessons”: “Chapter 16: The World as a Polder: What Does It All Mean to Us Today?” (pp. 486-525).
Apr. 29 Th Lessons from Archaeology: “Collapse”: Practical Lessons: “What Does It All Mean to Us Today?”
LAST DAY FOR SPECIAL PROJECTS PRESENTATIONS
WEEK SIXTEEN (LAST WEEK OF CLASS)
The Final Exams are scheduled as a whole by the college. To avoid conflicts and allow for extra length of some finals; as soon as I know the schedule for our final exam, I will inform the students. The other class will be a field trip.
May 4 T -Flex-
May 6 Th -Flex-
Sunday, September 20, 2009
Outreach Seeking Collectors with Paleoindian Points from Montana
It's been several months since I worked on Montana Archaeology blog, but I am making a fresh start with a clipping on PaleoIndians in Montana from today's Helena Independent Record (20 Sept 2009). Because of the lack of knowledge on Paleoindian culture in Montana, there is a new initiative led by Montana's SHPO to better feed Montana data into the national Paleoindian Database of the Americas (PIDBA), at the University of Tennessee's Department of Anthropology:
PaleoIndian Period (14,000 - 8000 years ago) projectile points and tool kits in Montana include artifacts from the early Paleoindian cultures known as Clovis, Folsom, and Goshen complex (similar to the Plainview points in Texas), as well as the late Paleoindian (sometimes known as Plano period in some areas of the Plains, but grouped in Montana with Paleoindian) which includes stemmed and unstemmed points: Plateau Stemmed, Agate Basin, Hellgap, Alberta, Alder complex (including the Ruby Valley point), Cody (includes Cody, Eden, Scottsbluff, and some include Alberta here), and the Hardinger complex (including the Metzal point).
In this photo of a general education collection of Paleoindian points from today's article, not all the point types found in Montana are represented, and not all the point types in this collection are found in Montana. Part of the situation is that most archaeologists either become specialists in Plains archaeology or in Plateau archaeology, and Montana contains both.
The collection does show examples of some point/tool types found in Montana: Clovis, Folsom, Goshen (compare to Plainview), Agate Basin, Alberta, Hell Gap, Cody, Eden.
To my best knowledge, Scottsbluff, Angostura, Plainview (in the strict sense), Fredricks [sic: Frederick], or Midland types have not been found in Montana.
The collection does not show examples of these Paleoindian points found in Montana: Plateau Stemmed (because the collection focuses on Plains types) or the types found at Barton Gulch, Alder/Ruby Valley or Hardinger/Metzal.
The Paleoindian Database of the Americas' page for Montana includes maps and a bibliography of published resources on Montana's Paleoindian sites. There are also downloadable data in Excel format, including the Mangus site, the Mill Iron site, and the Anzick Cache Site so far (as of Sept. 20, 2009). This paucity of information is the major reason why Wilmoth and Knudsen are involved in this outreach initiative-- to see what private collectors with Montana materials might have lying around in an old box in the barn that Grandpa picked up on the ranch generations ago.
...By United States standards, Montana was one of the last states settled by Europeans. But as in much of the rest of the country, there were people here thousands of years before Columbus "discovered" America. We don't know much about them - and now the state would like to know more. The Montana Historical Society is working with Ruthann Knudson, a semi-retired archaeologist in Great Falls, in trying to locate more Paleoindian artifacts from around the state. These artifacts, primarily the sharpened tips of handheld tools, have been found sparingly around the state, but experts believe there are many more, just waiting to be dug up or to surface in an eroded stream bank. "There has been minimal systematic survey done in Montana," Knudson said. "Until we can collect Montana Paleoindian information, most of which is in the heads and collections of avocational or amateur archaeologists, we won't know what is out on the landscape and in collections."
State archaeologist Stan Wilmoth said around 100 Paleoindian artifacts and/or sites have been found around Montana - a small fraction of the 30,000 or so sites identified across the country. He hopes people with private collections will volunteer information about what they've found and where they found it, so Montana's finds can be added to a national Paleoindian Database of the Americas.
Nobody is quite sure who the first humans were in Montana, or how they got here. For centuries some have believed in the Bering Strait theory of people crossing a "land bridge" from Asia to Alaksa during the ice age, but proof has been elusive. What is known is that there were people in Montana as far back as 11,500 years ago - and we know that because there are human remains that have been carbon-dated to that time. "People have lived here for at least 13,000 years, and most people don't have a concept of that length of time," Knudson said. "It's important for all of us, no matter our genetic heritage, to understand how people have used this landscape."
Wilmoth said Paleo flint points are distinguished by their size - larger than those that came earlier - as well as fluted grooves at the point where the point was connected to its wooden handle. "They're very large, and they have exquisite marksmanship," Wilmoth said. "They used the best craftsmanship, the best materials. Most of them were used for hand-held spear points or knives."
Finding a Paleo artifact in Montana is rare - many of those found have been buried under several feet or more of dirt - but people in the Helena area have as much chance as anyone. Many of the sites found have been clustered around the Missouri River and its tributaries, and one of the state's best-known sites is in Montana City. Most are found by accident. Within the past five years, Wilmoth said, some points were discovered in the North Hills of the Helena Valley, when excavation work for a subdivision was being done. "Nobody was looking for it, nobody really knew what they had," he said. "They felt proud, but they were also worried that they would get in trouble for it. We want to be clear that we aren't interested in any of those legal issues."
While unearthing an entire campsite or burial ground would constitute an outstanding find, Wilmoth said even a single artifact from the Paleo era is worth bringing to the attention of the state. "An isolated point is never going to have the same information potential as a point in the ground at a site where we can build up the whole story," Wilmoth said. "But an isolated point can tell us about the geographic extent of particular cultural trends, some of the materials can be sourced to a location. If they're in a cached site, that tells us about social organization and the spirituality of the people involved. ...We imagine these were very small groups, 25 or 50 would be a good guess for that period," he said. "And they were probably pretty mobile."
Figuring out what people were up to 10,000 years ago is hardly an exact science, and comparing archaeology to detective work isn't inaccurate. There are still questions about Paleo sites that have been known about for decades.
"One of the things we're still working on is, 'Where did the stone come from?'" Knudson said. "And the question is, 'Did people travel for this stone, or trade for this stone?' There's never a clear answer. It's always a game." And it's a game she loves. People with information about Paleo artifacts in Montana, or questions about artifacts they've found or acquired, can contact Knudson at (406) 216-2676 or paleoknute@3rivers.net.
PaleoIndian Period (14,000 - 8000 years ago) projectile points and tool kits in Montana include artifacts from the early Paleoindian cultures known as Clovis, Folsom, and Goshen complex (similar to the Plainview points in Texas), as well as the late Paleoindian (sometimes known as Plano period in some areas of the Plains, but grouped in Montana with Paleoindian) which includes stemmed and unstemmed points: Plateau Stemmed, Agate Basin, Hellgap, Alberta, Alder complex (including the Ruby Valley point), Cody (includes Cody, Eden, Scottsbluff, and some include Alberta here), and the Hardinger complex (including the Metzal point).
In this photo of a general education collection of Paleoindian points from today's article, not all the point types found in Montana are represented, and not all the point types in this collection are found in Montana. Part of the situation is that most archaeologists either become specialists in Plains archaeology or in Plateau archaeology, and Montana contains both.
The collection does show examples of some point/tool types found in Montana: Clovis, Folsom, Goshen (compare to Plainview), Agate Basin, Alberta, Hell Gap, Cody, Eden.
To my best knowledge, Scottsbluff, Angostura, Plainview (in the strict sense), Fredricks [sic: Frederick], or Midland types have not been found in Montana.
The collection does not show examples of these Paleoindian points found in Montana: Plateau Stemmed (because the collection focuses on Plains types) or the types found at Barton Gulch, Alder/Ruby Valley or Hardinger/Metzal.
The Paleoindian Database of the Americas' page for Montana includes maps and a bibliography of published resources on Montana's Paleoindian sites. There are also downloadable data in Excel format, including the Mangus site, the Mill Iron site, and the Anzick Cache Site so far (as of Sept. 20, 2009). This paucity of information is the major reason why Wilmoth and Knudsen are involved in this outreach initiative-- to see what private collectors with Montana materials might have lying around in an old box in the barn that Grandpa picked up on the ranch generations ago.
Thursday, February 26, 2009
New Clovis Find in Colorado Backyard
It's not in Montana, but it is proof that just because a place has gone through intense urban development doesn't mean there aren't any archaeological sites there....
13,000-year-old tools unearthed at Colorado home
By ALYSIA PATTERSON, Associated Press Writer
Thu Feb 26, 3:34 pm ET
DENVER – Landscapers were digging a hole for a fish pond in the front yard of a Boulder home last May when they heard a "chink" that didn't sound right. Just some lost tools. Some 13,000-year-old lost tools. They had stumbled onto a cache of more than 83 ancient tools buried by the Clovis people — ice age hunter-gatherers who remain a puzzle to anthropologists.
The home's owner, Patrick Mahaffy, thought they were only a century or two old before contacting researchers at the University of Colorado-Boulder.
"My jaw just dropped," said CU anthropologist Douglas Bamforth, who is leading a study of the find. "Boulder is a densely populated area. And in the midst of all that to find this cache."
The cache is one of only a handful of Clovis-age artifacts uncovered in North America, said Bamforth.
The tools reveal an unexpected level of sophistication, Bamforth said, describing the design as "unnecessarily complicated," artistic and utilitarian at the same time.
What researchers found on the tools also was significant. Biochemical analysis of blood and other protein residue revealed the tools were used to butcher camels, horses, sheep and bears. That proves that the Clovis people ate more than just woolly mammoth meat for dinner, something scientists were unable to confirm before.
"A window opens up into this incredibly remote way of life that we normally can't see much of," Bamforth said.
The cache was buried 18 inches deep and was packed into a hole the size of a large shoe box. The tools were most likely wrapped in a skin that deteriorated over time, Mahaffy said.
"The kind of stone that's present — the kind that flakes to a good sharp edge — isn't widely available in this part of Colorado. It looks like they were storing material because they knew they would need it later," said Bamforth.
Bamforth believes the tools had been untouched since the owners placed them there for storage.
Mahaffy's Clovis cache is one of only two that have been analyzed for protein residue from ice age animals, Bamforth said. Mahaffy paid for the analysis by California State University in Bakersfield.
A biotech entrepreneur, Mahaffy is familiar with the process. He is the former president and chief executive officer of Boulder-based Pharmion Corp., acquired by Celgene Corp. for nearly $3 billion in 2007.
Mahaffy wants to donate most of the tools to a museum but plans to rebury a few of them in his yard.
"These tools have been associated with these people and this land for 13,000 years," he said. "I would like some of these tools to stay where they belong."
Sunday, February 8, 2009
Re-opening the Historic Drumlummon Mine
According to today's Helena Independent Record,the historic Drumlummon Mine at Marysville will probably be re-opening. Hopefully they will record the historic features in the mine before they remove it. There are some interesting things that survive deep in the mine:
Slowly, the darkness gives way to a fairly well-lit cavern, which is about 30-by-60 feet wide, with a 50-foot ceiling full of “stopes” or holes where miners blasted upward so the ore would fall down and they could cart it out to the mine portal in rail cars. Some stopes are as wide as 40 feet. ...It’s also in this room, known as the No. 1 Shaft Station, where the group pauses to marvel at the historic miners’ creativity. Someone used red bricks to create a retaining wall, which is perfectly curved to follow the natural rock lines. It’s a testament to a bricklayer’s skill, as well as to the money that was thrown around a century ago when the Drumlummon was producing millions of dollars in gold and silver. “That’s incredible. I’ve been in a bunch of mines, and I’ve never seen anything like it,” says Catherine Dreesbach, a DEQ mining engineer. Smitty proudly notes that the only other underground mine with a brick wall like this that he knows of is in South Dakota.
...About 2,500 feet in, the tunnel ends near a cave-in and cache of explosives. Bardswich says they’re thinking about hooking around and tunneling backward to connect with a new portal they hope to build. It’s at this tunnel’s end that the old miners signed sooty signatures on the walls, probably using carbon flames from their headlamps. Fatso Haley was here in 1925. So was Jack Smigaj and Jim Obernford. B. O’Conell drew a face in 1912. Smitty — not the one who’s here today — left his mark on March 11, 1917. Apparently he wasn’t the most popular guy, because someone else wrote that “Smitty eats ...” — let’s just call it manure. “You don’t see this stuff every day even if you work in a mine,” Dreesbach says, once again surprised by the Drumlummon. ("Drumlummon Dreaming", Helena Independent Record, Feb. 8, 2009)
And of course the historic adit, tunnels, stopes, etc. are all features of this underground cultural landscape that should be mapped and recorded before they are altered, as part of the historic record.
The people who now live in Marysville are not too thrilled with the prospects of a foreign country (Canada) coming in and messing with their quiet lifestyle; mining is a noisy and messy business. History shows that companies begin with a lot of progressive and amiable talk when the process starts, but the end results are always a damaged landscape and water pollution. The trouble is, in a terrible economy, gold is one of the few things that not only doesn't lose value, it actually gains value. Water and food are two others.
Historic mining landscapes are a significant part of Montana archaeology. Back in the days I worked in CRM (Cultural Resources Management) as an archaeologist, it seems like most of the sites I recorded in the Helena National Forest (1990-1995) were associated with historic mining, including the Ophir Creek Historic Mining District where Blackfoot City is located. Historic mining is one of the concerns of industrial archaeology; in Montana, the Klepetko Chapter of the Society for Industrial Archeology is the place to go to learn more about industrial archaeology, including historic mining.
Saturday, February 7, 2009
Archaeology in Montana, 1805-1930
From Lewis and Clark in 1805 until the WPA in the 1930s
[This section will be continually expanded as more information is gathered.]
Lewis and Clark and Archaeology
During their exploration up the Missouri River in 1805-1806, Lewis and Clark traveled through Montana and recorded many sites. Most of them were occupation sites, ceremonial structures, and buffalo kill sites. Some were abandoned villages that were still standing, including conical lodges covered with bark. They have over 100 such references in their journals. When they reached Great Falls, the wood used in these structures changed from cottonwood to willow. Willow was considered to be a Shoshonean trait. Ceremonial structures. Near Cascade Lewis and Clark found over 80 lodges, but mainly large heavy cottonwood log structures, 60 ft in diameter. In 1806 they encountered another large ceremonial structure on an island near Clark's Fork – Yellowstone. Details- buffalo skins, feathers, buffalo skulls. Prob. Pre-Sun Dance lodge.
Fortifications made of log and stone in Plains area, used by all tribes
Buffalo jump at Arrow Creek, 100 dead animals stinking, unused, many scavengers. (http://www.nps.gov/history/history/online_books/lewisandclark/site16.htm)
This was located in Choteau County, "about 1-1/4 miles downstream from the mouth of Arrow Creek on the opposite, or north, bank of the Missouri River and approximately 9 miles by river upstream, or west, from the mouth of the Judith River."
At this site, in the beautiful White Cliffs section of the Missouri Breaks, discussed elsewhere in this volume, the members of the Lewis and Clark Expedition were probably the first U.S. citizens to see and record a buffalo jump site where the dead animals were still in place.
Before the advent of the steel-tipped arrow and lance and the rifle-musket, it was difficult for Indians to kill buffalo. A particularly fruitful method in the high Plains country was mass killing by the use of "jumps." These were located where buttes, eroded cliffs, and river gorges provided sufficient drop to kill or maim the beasts. The Indians enticed a herd within a short distance of the jump, and then started a stampede that carried the animals to the brink. There, the pressure of those behind forced those in front over the edge.
On May 29, 1805, on the westbound journey, the Lewis and Clark Expedition came upon such a jump. It was on the north side of the Missouri along the base of a 120-foot-high cliff that came almost to the water's edge. The men observed and smelled the carcasses of more than 100 dead and rotting buffalo, which wolves were devouring. Likely, some Blackfeet Indians, whose 2-week-old campsite had been discovered near the mouth of the Judith earlier that day, had conducted the jump. The explorers later appropriately named modern Arrow Creek, a little more than a mile to the west and flowing in from the south, as "Slaughter Creek."
The site was identified in 1963 as 24CH240 by a team from the Missouri Basin Inter-Agency Archeological Salvage Program, which surveyed sites in this part of the river. Even at the time Lewis and Clark passed by, the waters were eroding away the dead buffalo at the stream's edge. In the intervening 170 years or so, floods and erosional action have removed nearly all archeological evidence of the jump. The salvage team found only two pieces of bone fragments, some others of which the private owner had also observed.
On the return trip in 1806, Clarks saw petroglyphs on Pompey’s Pillar. Petroglyphs are designs incised into the rock; if the stone was sandstone, lines could be scratched into them, while other types of stone were harder and required designs to be pecked into the rock surface. In contrast, pictographs were drawings made with pigment, such as iron oxide.
Montana Archaeological Sites associated with the Lewis and Clark Expedition (sites mentioned in the journals)
Beaverhead Rock State Park (near Dillon) (also see Rattlesnake Cliffs, below)
http://www.nps.gov/history/history/online_books/lewisandclark/site14.htm
Bozeman Pass
(http://www.nps.gov/history/history/online_books/lewisandclark/site15.htm)
Buffalo Jump at Arrow Creek
(http://www.nps.gov/history/history/online_books/lewisandclark/site16.htm)
Camp Disappointment
(http://www.nps.gov/history/history/online_books/lewisandclark/site17.htm)
Junction of the Marias and Missouri Rivers
(http://www.nps.gov/history/history/online_books/lewisandclark/site18.htm)
Gates of the Mountains
(http://www.nps.gov/history/history/online_books/lewisandclark/site19.htm)
Great Falls Portage
(http://www.nps.gov/history/history/online_books/lewisandclark/site20.htm)
Lemhi Pass, Idaho-Montana border
(http://www.nps.gov/history/history/online_books/lewisandclark/site3.htm)
Lewis and Clark Pass
(http://www.nps.gov/history/history/online_books/lewisandclark/site20.htm)
Lewis' Fight with the Blackfeet Site
(http://www.nps.gov/history/history/online_books/lewisandclark/site22.htm)
Lolo Trail
(http://www.nps.gov/history/history/online_books/lewisandclark/site4.htm)
Upper Missouri River Breaks National Monument
(http://www.nps.gov/history/history/online_books/lewisandclark/site23.htm)
Pompey's Pillar (Pompy's Tower) National Monument
(http://www.nps.gov/history/history/online_books/lewisandclark/site24.htm)
"Rattlesnake Cliffs" = locals call this "Beaverhead Rock", and the Beaverhead Rock near Dillon as "Point of Rocks"
(http://www.nps.gov/history/history/online_books/lewisandclark/site25.htm)
Ross' Hole (near Sula)
(http://www.nps.gov/history/history/online_books/lewisandclark/site26.htm)
Three Forks of the Missouri (Missouri Headwaters State Park)
http://www.nps.gov/history/history/online_books/lewisandclark/site27.htm
Travelers' Rest (near Lolo)
http://www.nps.gov/history/history/online_books/lewisandclark/site28.htm
OTHER EARLY EXPLORERS
Petroglyphs preceded in observation by Francois LaRoque in 1805 similar along Yellowstone
Artifacts use- Shoshone steatite vessels
LaRoque- Canadian Fur- also steatite vessles. Near mouth of Bighorn more pictures.
1801-1802 w/ Kootenai. LaBlanc, LaGasse killed.
1808-1812 Thompson trading at Salish House – nothing to say about arch remains [but mention of Blackfeet moving south after acquiring guns, invading Shoshoni lands)
----
W. A. FERRIS, Fur trapper
LIFE IN THE ROCKY MOUNTAINS: A Diary of Wanderings on the sources of the Rivers Missouri, Columbia, and Colorado from February, 1830, to November, 1835. By W. A. FERRIS, then in the employ of the American Fur Company.
(http://www.xmission.com/~drudy/mtman/html/ferris.html/ferris.html)
In 1830-1835 W.A. Ferris (trapper) 15 mi below Beaverhead, green pipestone. Point of Rocks on Beaverhead River. Flint Creek.
Aug. 24:
"On the 24th we passed between two high rocky points jutting into the [Salmon] river, and came out into an open plain two miles wide. Near the entrance, is a bed of stone, which is frequently used as a substitute for soap. It is but little harder than chalk, of the same color, and when manufactured into pipes, and burnt, becomes a fine glossy jet color, and equally hard as stoneware."
Chapter XXXI, Sept. 20: "Fifteen miles below Beaver Head, is a quarry of green stone, that is semi‑transparent, and easily cut with a knife. It is highly prized by the Indians, for manufacturing into pipes. It is situated in a bluff, on the west side of the river; over‑looking the plain." (Ferris, Life in the Rocky Mountains, Chapter XXXI)
Chapter LIII: "I observed during our stay on the Sararah, that the Indians had two kinds of arrows in their quivers, one of which was made of a single hard stick, feathered and pointed with transparent flint, artfully broken to a proper shape, and firmly fastened to the end of the arrow with sinews and glue. The others were made of a hollow weed, having six or eight inches of hard wood nicely inserted, and firmly glued into it; to the end of which the stone point is fastened, and is poisoned with venom from the fangs of a rattle snake. Hence the slightest wound from them is certain death. These arrows may be known at sight, by the natural joints of the cane; and the artificial one, where the wood part is inserted. They are not solely used in battle, as some have asserted; but are equally advantageous in hunting, for the slightest wound causes the animal to droop, and a few moments places it within the power of the hunter. The flesh of animals thus poisoned, is harmless in the stomach."
Chapter LXIII: "Their weapons are bows, arrows, and war-clubs, and are of their own manufacture. Their bows never exceed two and a half feet in length, and are made usually of the rib bones of the buffalo, two of which, in the construction of this weapon, are neatly jointed, glued together, and wound with thongs about the joint; it is gradually tapered from the middle toward each end, is polished, and rendered more elastic by sinews glued on the back, from end to end, over which rattle snake skins are sometimes cemented for ornament. The string is always composed of sinews, twisted together into a cord. Bows are made sometimes of elk horn, and sometimes of wood, but are always strengthened by adding sinews to the back, and not, as an eminent western writer has observed, "by adding buffalo bones to the tough wood."
Their arrows (except the poisoned ones of the Sann pitches) are made of wood, slender, never above two feet in length, and are pointed with sharp transparent flints, neatly broken to a dagger-blade shape, from half to three-fourths of an inch in length, which never exceed the latter. These points are ingeniously inserted in a slit in the end of the arrow, are fastened by sinews wrapped around it, and are rendered less liable to damage by being covered with a coat of glue. They have three or four distinct feathers, six or seven inches in length, placed opposite to each other, remaining parallel, but turning gently on the arrow, in order to give it a spiral motion, which prevents its wavering, and enables it to cleave the air with less resistance.
They manufacture spears and hooks, also of bone, for fishing, but they are not to be compared to the same instruments made of metal by the whites. But they have been supplied by the traders with light guns, spears, and iron arrow points, which have in measure superseded their own weapons; still, however, bows and arrows are most frequently employed in killing buffalo."
----
MAXIMILLIAN, PRINCE OF WIED
1833 Maximillian, Prince of Wied. 2 large piles of elk antlers not far from confluence of Yellowstone and the Missouri. 80 miles above Ft. Union, 15 ft high, 30 ft diameter. No skulls. Strength of party red strokes. In 1830 no one could remember anything about the piles. Completely destroyed by river boat crews after the 1850s.
----
LEWIS HENRY MORGAN
1862 first professional anthropologist in Montana, Lewis Henry Morgan, but no interest in archaeology, mainly kinship terms. At Fort Benton he saw a lodge, 6-sided made of horizontal cribbed interlocked logs.
----
1866 Montana settlers- J.A. Hosmer traveling Yellowstone, conical lodges, one found lodge but tore it down for firewood. Rock markings, pictograph paintings on a log.
1870s. “Battle lodges” some still used, cone-shaped. Description by Yellowstone Kelly- sweat lodges, platform burials. Conical structures, and rock fortifications on hilltops.
1879. First archaeological report by P.W. Norris, superintendent of Yellowstone Park. Stone piles on prominent points, flint quarries along the upper Yellowstone near Emigrant. Long lanes of rock piles. Responsible for idea of “Sheepeater Indians.”
Also an article in the Helena Herald mentioning the Hellgate Gulch Pictographs near Townsend (http://www.greerservices.com/Assets/publications_pdfs/1998Plains_MTRockArtRec/1998PlainsMT_RARec_mg.pdf)
1892. Indian remains on upper Yellowstone. Col. William Brackett for Smithsonian. Indian semicircular forts from square rocks. 4 feet high near Emigrant. Completely destroyed. Fine buffalo jump- sketches.
Garrick Mallery mentioned in the BAE report on pictographic writing near Fort Assiniboine south of Havre, but no detailed information on site and still not located today.
So far most descriptions of Indian sites were from eastern Montana. Nothing really from western Montana until Professor Elrod 1908 brief description, photo of large panel of pictographs near Rawlins on Flathead Lake. The pictographs were badly weathered, almost imperceptible. He thought they were Indian writings. Risky business to put yourself into someone else’s mind [Taylor]. Some frequency so can guess, as marks llllll might be day counts.
American Museum of Natural History, NY, sent ethnographers- Lowie, Wissler, others in the early part of the 1900s, and they commented on remains they encountered.
But really the first scientific descriptions and archaeological research in Montana came from Brown and Nelson.
Barnum Brown was an old time naturalist who dug into a jump near Emigrant, and described stratigraphic levels.
Nels C. Nelson, (1875-1964) considered father of stratigraphic excavation in the New World. In 1917 over near Pryor Gap, Nelson found rock piles, and systematically peeled off rocks, but found nothing inside. "Nels Christian Nelson was a Danish-born archaeologist, who conducted archaeological work on shell mounds in California and the American southwest as well as in his native Denmark and Spain during the early decades of the 20th century. He worked on refining the stratigraphic methodology begun by researchers of the 19th century, and is probably best remembered as the person who fired the interest of later investigators such as A.V. Kidder in the prehistoric pueblos of the American southwest. "
(http://archaeology.about.com/od/nterms/g/nelsonnc.htm)
Nelson's work in the Pryor Mountains was mostly in the 1940s for the American Museum of Natural History; he did a series of popular and scientific articles on his excavations there (http://www.greerservices.com/Assets/publications_pdfs/1998Plains_MTRockArtRec/1998PlainsMT_RARec_mg.pdf)
----
Of course there were many collections of artifacts made by amateur enthusiasts, farmers, and ranchers. But otherwise not much happened until the 1930s, when the Depression resulted in creation of government work agencies like the WPA and CCC.
(SOURCE: Dr. Dee Taylor's Lectures; Vol. 3, no. 2 Archaeology in Montana “Short History of Montana Archaeology”)
Monday, February 2, 2009
TABLE OF CONTENTS
These are the working topics for the book MONTANA ARCHAEOLOGY so far:
I. A BRIEF OVERVIEW OF ARCHAEOLOGY (First things first)
- A. What archaeology is and is not (sorry, it's not about the dinosaurs that Montana is so famous for-- that's paleontology)
- B. SCALES OF ARCHAEOLOGY IN THE LAND (ARTIFACT, FEATURE, SITE, LANDSCAPE, SETTLEMENT PATTERNS, REGIONAL COMPARISONS) -- Not all archaeology is subsurface-- some of what it studies, still stands today
- C. HOW ARCHAEOLOGY IS DONE-- survey, excavation, analysis
- D. ARCHAEOLOGICAL ETHICS AND THE LAW -- collection, legal issues
II. ARCHAEOLOGY IN MONTANA (the bulk of the book)
- A. HISTORY OF ARCHAEOLOGY DONE IN MONTANA, FROM LEWIS AND CLARK TO TODAY. Special look at what the tribes of Montana thought, and still think, about the past and about archaeology
- B. CULTURES IN TIME- PREHISTORIC CULTURES (PaleoIndians, etc.) -TRIBES (connecting tribes to archaeological cultures)-
- C. PROJECTILE POINTS AND OTHER PRECONTACT ARTIFACTS; PREHISTORIC SITES AND LANDSCAPES
- D. CULTURES IN TIME - HISTORIC ARCHAEOLOGY IN MONTANA (exploration, trails and roads, military (forts and battlefields), furtrade, mining, ranching/farming, settlement, industrial, urban, underwater, etc.)
- E. HISTORIC ARTIFACTS; HISTORIC SITES AND LANDSCAPES
- F. PRESERVATION and analysis of archaeological historic/cultural landscapes (archaeological patterns on the land, typologies of prehistoric and historic landscapes)
IV. PLACES TO VISIT AND THINGS TO DO
- A. Info on places you can actually go visit, and any events; museums, historic sites, archaeological sites, landscapes
V. FOR MORE INFO: BOOKS, ORGANIZATIONS, WEBSITES
- A. Recommended sources (publications, websites) for the general public
- B. Organizations you can join; ways to participate in archaeology
BIBLIOGRAPHY - citations from sources consulted
GLOSSARY - specialized terminology
INDEX - how to find what you are looking for!
In some ways, this book is a public performance art piece; it is a work in progress... This project is not about jargon or trying to be the smartest monkey in the trees, but it's about the end-user: the kid with a school project, the guy in the hills that finds something interesting and old, the landowner or politician that has to make heads or tails of archaeology stuff they have to deal with-- and maybe even enjoy dealing with!
I. A BRIEF OVERVIEW OF ARCHAEOLOGY (First things first)
- A. What archaeology is and is not (sorry, it's not about the dinosaurs that Montana is so famous for-- that's paleontology)
- B. SCALES OF ARCHAEOLOGY IN THE LAND (ARTIFACT, FEATURE, SITE, LANDSCAPE, SETTLEMENT PATTERNS, REGIONAL COMPARISONS) -- Not all archaeology is subsurface-- some of what it studies, still stands today
- C. HOW ARCHAEOLOGY IS DONE-- survey, excavation, analysis
- D. ARCHAEOLOGICAL ETHICS AND THE LAW -- collection, legal issues
II. ARCHAEOLOGY IN MONTANA (the bulk of the book)
- A. HISTORY OF ARCHAEOLOGY DONE IN MONTANA, FROM LEWIS AND CLARK TO TODAY. Special look at what the tribes of Montana thought, and still think, about the past and about archaeology
- B. CULTURES IN TIME- PREHISTORIC CULTURES (PaleoIndians, etc.) -TRIBES (connecting tribes to archaeological cultures)-
- C. PROJECTILE POINTS AND OTHER PRECONTACT ARTIFACTS; PREHISTORIC SITES AND LANDSCAPES
- D. CULTURES IN TIME - HISTORIC ARCHAEOLOGY IN MONTANA (exploration, trails and roads, military (forts and battlefields), furtrade, mining, ranching/farming, settlement, industrial, urban, underwater, etc.)
- E. HISTORIC ARTIFACTS; HISTORIC SITES AND LANDSCAPES
- F. PRESERVATION and analysis of archaeological historic/cultural landscapes (archaeological patterns on the land, typologies of prehistoric and historic landscapes)
IV. PLACES TO VISIT AND THINGS TO DO
- A. Info on places you can actually go visit, and any events; museums, historic sites, archaeological sites, landscapes
V. FOR MORE INFO: BOOKS, ORGANIZATIONS, WEBSITES
- A. Recommended sources (publications, websites) for the general public
- B. Organizations you can join; ways to participate in archaeology
BIBLIOGRAPHY - citations from sources consulted
GLOSSARY - specialized terminology
INDEX - how to find what you are looking for!
In some ways, this book is a public performance art piece; it is a work in progress... This project is not about jargon or trying to be the smartest monkey in the trees, but it's about the end-user: the kid with a school project, the guy in the hills that finds something interesting and old, the landowner or politician that has to make heads or tails of archaeology stuff they have to deal with-- and maybe even enjoy dealing with!
Subscribe to:
Posts (Atom)