April 29

For the final full week of class, we had reading spanning a multitude of different topics. Exhaustion and excitement from the end of the semester approaching were present, but that didn't stop our class. Tuesday’s class consisted of analyzing an article from the Irish Times, titled “Food Archaeology goes back to our Roots,”as well as exploring the website for Dr. Bill Schindler’s Eastern Shore Food Lab, his newest project at Washington College.

Our class had a debate regarding the food lab, and Schindler’s motto “Eat like a Human.” We argued not about the motto itself, but rather the accessibility of his message, to which the food lab itself adheres. Some people in the class felt like this way of eating was too limiting, and lacked accessibility for those with special dietary needs or those who could not afford it. Having the time and ability to make food from scratch or have a garden or farm is a huge privilege, and some people thought this way of eating excluded many. Others thought that Schindler had the right idea, and explained that Schindler did say, and the food lab also states, that people should listen to their dietary needs first, and that this way of eating may not work for everyone. My fellow classmates pointed out that on the ESFL website, the mission and goal is to have everyone be able to eat and live like this, regardless of background. While it is a goal, it is still a process and a long process at that. Regarding the Irish Timesarticle, our class was in agreement that this type of eating can bring us closer to our roots, as long as we start with our youth, the next generation.

Thursday’s readings were “Designing Experimental Research in Archaeology: Examining Technology through Production and Use: Weapon Trials: The Atlatl and Hunting Technology,” as well as an article from the EXARC site, titled “Hunting with Cane: Traditional Cherokee Blowguns and Darts.” Having already experimented with throwing atlatls, our class was better able to grasp the reading, and came to the conclusion that the amount of human experience makes a big difference when it comes to weapon trials. We also discussed the role of bannerstones and the complex relationships between the atlatl and the bow and arrow.

Our lab earlier in the semester using the atlatls gave us a deeper understanding and connection to these readings, and without having that prior experience, I don't think we would have made as many connections.

This week was supposed to end with a final trip up to our burdei to harvest more cattails and finish the roof, but imminent thunderstorms promptly ruined that plan, since it can be dangerous to be in the middle of a lake while thunderstorms occur. This news of a canceled lab was met with mixed reactions. Most were upset, and a few were relieved. We had put blood, sweat, and for some of us (yours truly) tears and vomit into the burdei project. However, that does notmean the end of this structure. There will be another outing, perhaps in the summer.

Because class ended on a rather uneventful note, let's review some of the best moments from our semester and our class discovering talents we never knew we had:

● Dan had such a talent for flintknapping, and Andrew, Zach, Dan, and Jacob were throwing the atlatls pretty far after only a little bit of practice.

● Sarah and Elaine showcased their outdoor skills and were truly the glue that held the class together on our camping weekend.

● Dan and Dr. Bardsley know how to make a very successful kiln!

● Jess, Elizabeth, and I really discovered our archery skills and learned to (somewhat) embrace the outdoor life.

● Rachel embraced her inner chef at our cookout, with a hot rock stew

● Dr. Paxton is the chauffeur of the year after a long drive down to the Frontier Culture Museum.

● Our dyed creations, bandanas, stars, socks, and more, were successful, and are beautifully modeled by my dog, Remington.

DeAnna S.

April 22, 2019

The first week of class following the weekend at the Deputy Center was a good one. Though all of us were tired (and some us were still sore), the class was still excited about the work that they had completed and is eager to return next Friday to try and finish the roof. That energy translated into some very good and engaging discussions. For the first part of Tuesday’s class we reflected on the experience and what we learned from it.

Students responded to the following prompts:

· What you learned this weekend about the environment and the experiences of people in the past.

· What you learned about experimental archaeology.

· One thing/moment you especially enjoyed.

· Then use them, along with any readings from the course so far, to reflect on what you have learned about the role that science and/or technology plays in your life.

Given the torrential rain on Friday night that seeped into our tents and turned our camp and work sites into muddy quagmires, many students not surprisingly commented on how weather conditions influenced nearly everything premodern people did. Weather was both more unpredictable and inescapable in the past. Interestingly, some students said that the rainstorm was what they most enjoyed about camping. They took pride in the fact they endured miserable conditions and believed that it brought them closer together as a group. Whether it was the rain or the work, most students felt a stronger bond with their classmates as a result of the weekend. Indeed, students relied on each to get the work done, get fed, and to keep up their spirits when their energies and enthusiasm flagged. We noted how individuals stepped in and out of leadership positions throughout the weekend or became acknowledged experts at a particular task. Sarah, for example, became the camp’s wood cutter.

Students also engaged the experiential versus experimental debate with more insight and vigor. The consensus seemed to be that experiential archaeology was necessarily both experiential and experimental. Some said that experience came first and was necessary to learn how to do things and made the experiment possible. Others said that experiential and experimental took place simultaneously.

Others noted that despite how challenging the weekend was in terms of weather and work, we enjoyed certain advantages our ancestors did not, such as not having to make our own tools, being able to transport materials in the van, and using cell phones to get weather updates. Technology, they concluded has a huge and often unexamined role in our lives. However, despite these advantages we were also aware that we lacked advantages that our ancestors enjoyed. They had more experience and knowledge than we do, inherited skills and tools, and had an intimate knowledge of the land and its resources. Many of the things we find difficult was routine for them. I think we all came away from the experience with a greater appreciation for our ancestors who could take no shortcuts and could rely on no anachronisms.

The discussion provided a good segue into our reading, a chapter from Alexander Langlands’ Craeft: An Inquiry into the Origins and True Meaning of Traditional Crafts in which he seeks to rescue the word craft from its negative connotations (ie. witchcraft or crafty) and return it to something like its original definition. To Langlands craft is not just a set of skills but rather is associated with acquired virtue and wisdom. To him craft as a way to fight against the crass consumerism and detachment of modern society and to reconnect to the material world. Unfortunately, we ran out of time to discuss Langlands’ ideas fully and hopefully we can return to this reading later in the semester.

Thursday’s class began with a discussion of priorities for when we return to the Deputy Center next Friday. We decided that we would try to complete the roof and walls of the burdei. We decided that cattails would be better than bark for roofing material. As time will be our main challenge, some students volunteered to leave early Friday morning to cut and process cattails for the roof. While we had originally planned to make wattle and daub walls, creating daub will be too laborious for the time remaining. Therefore, we will likely create a stacked rock wall.

Then we went over the final reflection paper for the class. Students will reflect on building the structure and also on one of the following course goals.

1. Apply the methods and theory of experimental archaeology

2. Design and carry out a controlled experiment in experimental archaeology

3. Critically evaluate how technology shapes their lives

4. Draw on the methods and sources of other disciplines to research and design an experiment

5. Evaluate the experiments of other scholars

In the last half of the class, we discussed the readings which consisted pages from the Guédelon Castle website. Guédelon Castle is a modern reconstruction of a 12^th-century castle in France that has been ongoing since 1996. Under the direction of a scientific committee, craftspeople have been relearning medieval building techniques. Students decided that Guédelon represents a significant ongoing experiment, more so than many other archaeoparks we have studied this semester. They concluded that Peter Reynolds would likely approve of the project even though it relies heavily on tourism and education for support. The class agreed that for an experimental archaeology site, Guédelon Castle has a slick social media presence. They saw nothing hypocritical about sites like Guédelon promoting themselves using social media. Social media is not inherently bad and is necessary means of promotion and to disseminate research.

All in all, our discussions this week tied in well with our work last weekend and maintained interest in completing the burdei next Friday, weather permitting.

Jamie P.

April 21, 2019

Writing the blog for this week has been a very fun and exciting ride! Our Experimental Archaeology class and the entire College got a huge surprise as Dr. Bill Schindler, professor of archaeology at Washington College and cohost of National Geographic’s The Great Human Race, visited campus and joined us in our biannual History Cookout. The Cookout included dishes from several history classes, including Ancient Greece, England to 1603, the U.S. since 1877, and of course, Experimental Archaeology.

Our class prepared two dishes. The first was a poultry dish from 14^th-century France called Cinnamon Chicken Soup. The soup was a huge hit and received an A+ from Bill Schindler himself! The best part about this soup is that it was prepared using the hot rocks method of boiling that we had discussed in class a few days prior! Overall, the soup heated up nicely once we got the hang of heating the rocks in a charcoal barbecue. We heated another pot of soup directly on a camp stove to test the effectiveness of each cooking method. Both worked well , but it was observed that the flavor was better with direct heat. We had the honor of having an exchange student from France taste our dish and tell us that it was “very good” and that “it kind of just blew my mind!”

The other dish the class created was nettle pancakes. Surprisingly, they were a huge hit! People were hesitant to try the pancakes at first because the word “nettle” scared them off. Our class removed the nettles and in turn created a delicious treat for the cookout! The pancakes were cooked over direct heat, so the experiment with this dish was in using nettles and processing them to the point of being edible. Several people stated that they “were the unexpected champion” and that “they were the best thing here in this evening”! The nettle pancakes were topped with strawberries and honey to sweeten them up!

The night wasn’t complete without a group photo with Dr. Bill Schindler and our class at the cookoff. Later in the evening, Dr. Schindler ate dinner with faculty and students before his talk Eat Like a Human Again about our dietary lifestyles and how to improve them. Our class attended both the dinner and the presentation.

The main point of Dr. Schindler’s presentation was to emphasize the importance of eating natural, organic food again because modern processes strip food of nutrients leading to a state where people are simultaneously overweight and malnourished. Most of his information came from studies of Paleolithic and Neolithic diets and their effects on overall health. He compared the nutrient dense foods our ancestors ate with the highly processed foods we consume. He compared modern day “white bread”, which is apparently the worst type of bread for you, to sourdough bread and homogenized milk to unhomogenized milk. Dr. Schindler mentioned that humans are by far one of the weakest species in size and strength but make up for it by having the capability to manufacture weapons and tools. This alone was one of the most interesting observations that he made that night and was even something I really never thought about. Overall, this talk was extremely eye opening to many, including myself. Dr. Schindler has a natural stage presence and is very knowledgeable in his field. His work is amazing, and I cannot wait to see what the future holds for his work.

Thursday’s class was spent discussing concrete plans for our weekend camping trip to the Deputy Center in Bangor, PA. We plan to build a Roman-style kiln to fire the pottery we created earlier in the year and to renovate the existing structure that last year’s class built. We also discussed eating, sleeping, and work arrangements before we arrived on Friday.

Friday was a particularly bad day for most of us. The day began with decent weather, and we built a bridge across the stream that passes through the Deputy Center. Unfortunately, a rain storm that night took out the bridge and flooded a majority of the tents. The weather forecast had called for rain overnight, but the precipitation was a lot more copious than what we were expecting.

The next day we began actual work on the structures. We divided the work between ourselves to accomplish everything we needed to for the day. The first priority was collecting lumber to re-enforce the structure. While one group was building the roof frame for the burdei, another group was collecting and processing cattails to use as thatching for the roof. The cattails were pulled out of Minsi Lake (with permission, of course), which isn’t far from the property. We had to make a grand total of three trips this weekend. We had an assembly line for the thatching, which began with gathering, moved to processing and delivery to the burdei. We weren’t able to actually start adding the thatching until Sunday due to the sheer amount of time it took to complete all of the necessary steps. Our group attempted to make cordage out of garden clippings but failed. We ended up using anachronisms, twine and paracord, to attach both the wood posts and thatching to the structure. Unfortunately, due to time constraints, we were only able to thatch half of the roof and began to gather wood for the other half (although it was never attached). We have plans to revisit the burdei in two weeks to complete the construction of the roof! We also finished the wattle and daub on the posterior side of the burdei.

The last structure we attempted, and succeeded at, was a Roman kiln to fire our pottery. The Deputy Center has large clay deposit that we used to build the kiln. The clay was mixed with grass to make daub, which helps give the kiln stability. Once it was constructed, a fire was lit inside to solidify the clay. After the kiln was solid, we inserted the pottery and began the firing process for the remainder of the day. The next morning, we finished breakfast and went to collect our pots from the kiln. It was very similar to a child on Christmas morning when the presents are being handed out, waiting to see what pots are going to come out. We had an 86% success rate for our pots, so everyone in the class walked away with at least one pot. The kiln contained some anachronisms, as we had to use bricks after the grate we made to support the pots shattered upon firing. We also had to use a deconstructed pail to cover the kiln rather than the traditional rounded dome top since the rain on Friday over-hydrated the clay and made it hard to sculpt. This was a minor anachronism due to time constraints.

Our class had the fortune of reading an article about kilns on the Thursday before our camping trip that helped us with the entire project! An article by Up in Smoke Pottery titled “Pit Firing” was the first source we looked at, and it covered everything from the history of pit firing pottery to what pigments can be obtained from different materials. We took inspiration from this article to fill in the gaps of our project proposal, including using sawdust to help start and spread the fire throughout the kiln. We did not use any specific colorants in our kiln, so our pottery did not change color. The lack of colorant did not take away from how extremely cool this experience was. This project alone was the perfect balance between experimental and experiential archaeology because it required us to experiment with building the kiln and experiencing first-hand the patience and difficulty of pottery making. We also had the privilege of watching a video by Primitive Technology about a termite clay kiln. This kiln was much different from our kiln but used some of the basic principles. Seeing someone complete a process helped us visualizes the steps needed to achieve the product. On top of that, he made and fired some pretty awesome clay pots and bowls!

These projects gave us an eye-opening glimpse into the lives of our ancestors. This trip helped us pull together all of the skills we have been learning all semester long from cordage to pottery making. We got to see the entire process of sculpting clay to pulling finished pieces from the fire. This was entirely new to me, and I’m positive that I’m not the only one! To be able to experience the daily issues that faced our ancestors, mainly no indoor plumbing, was the most eye-opening part of the entire trip. We also had to pull together as a group to complete our work. Someone said after the trip “it really does take a community.” This is entirely true, and this week helped to prove it.

In regard to experiential versus experimental debate we have been having all semester, this week alone was enough to prove that experimental archaeology involves both. While most of our structures and proposals were all experimental, it became experiential the moment we started our construction. “You cannot have one without the other,” as one of our classmates said afterward. The moment something becomes experimental, it becomes experiential as well. Likewise, something can be experiential without being experimental. For example, one reading we conducted by Carolyn Forrest on the Scottish Crannog Center shows how a living history museum becomes more experiential over experimental over time (especially for visitors!).

Overall, this whole camping experience was a good thing for all of us. We all found new skills, improved on old ones, and found ways to take charge. The weekend was a time for us to bond and to get to know each other outside the classroom. We made us of some major anachronisms and minor as well, mostly the toilet paper we brought. The materials we had for cordage were not strong enough, we brought along food rather than gathering it, and we brought lighters and pre-cut wood for the fires. Many other anachronisms were minor and did not affect our results, such as the tents and sleeping bags. The majority of our class is highly pleased with what we accomplished and can’t wait to head back in two weeks to finish what we started!

Rachel M.

April 8

This week, our readings were primarily focused on the art of cooking with ancient methods, and various ancient recipes. Our readings included J. Thornton’s Cooking in Baskets Using Hot Rocks, S. Wisseman’sChendopodium for Breakfast, J. Hester’s Putting Ancient Recipes on the Plate,and a short interview with Roeland Paardekooper. We discussed the possible pros and cons of boiling with hot rocks, or simply cooking directly over heat. The class consensus was that it seemed like the heating of the rocks would be a tedious task. Occam’s razor would suggest that this is often an extra unnecessary step. This would only apply if you were using clay pots, as in Chendopodium for Breakfast. If you were to cook in a basket, however, you would need to use the rock method, in order to prevent the basket from burning. Thornton notes that California native communities have been using baskets for boiling for centuries, though it is more for ceremonial practices now. What Wisseman found was that the type of cooking vessel would vary according to what was being cooked. For example, thinner and less porous pots would be used for boiling, whereas a more porous pot, with coarser temper, would be used for roasting or poaching.

The other resources that we worked with this week discussed ancient recipes.

The first, Hester’s piece, took us through the process of reverse engineering a fossilized loaf of bread, found in Pompeii. During our class discussion, we made connections to earlier excerpts that we have read. The most relevant may have been our reading of L. Hurcombe’s Organics from Inorganics.The vast majority of archaeological record is non-organic, yet there is much we can infer about the organic materials. Our class came up with a few examples of how we could apply this practice to food. We recalled that skeuomorphs are common in archaeological records, in the form of paintings, pottery, etc. We also referenced the chaines operatoires. In lay terms, it is an examination of the production of a product, all the steps, from the collection of raw materials, to disposal. We said that if we were to find some obsidian flakes with wear marks on them, we might be able to infer that they were used to cut vegetables. In some cases with food, we are fortunate enough to have textual recipes, though these still require translation and a degree of interpretation. In truth, the interview with Paardekooper was more concerned with the function of open air museums, though he did mention a recipe for nettle cakes tangentially. Paardekooper’s primary message was, that open air museums are an effective means of reaching the public. People have a more meaningful experience, when all the senses are evoked. This is true for school children and tourists, although, the presentation tone differs for each group. Open air museums are evolving to meet the needs of tourists lately.

During the planning of our history cookout, the class took a strong initiative. So far, we have split up into two groups. One of our groups will be cooking nettle cakes, as well as jam to make said cakes more palatable. The other group will be making a chicken and vegetable stew. The experiment will test two methods of cooking: heating in a pot over direct heat, and heating via hot rocks. The chicken will be precooked to avoid any food poisoning. We spent a good chunk of Thursday’s class in groups, formulating our recipes, ingredient lists, and supplies lists.

Friday’s lab was spent at the Deputy Center, our first return since week 1. We got caught in, hopefully, the last snowfall that Pennsylvania will see for the season. You could say we got our feet wet. We were all pleasantly surprised to see that the old burdei had survived the harsh winter. We took measurements of the existing structure. Our purpose was to have a general idea of where we would build the kiln, where we would set up camp, and to get a sense of the resources available. We noted that the clay did not seem to be ideal, but hopefully the quality will not matter so much for the kiln. We found an abundance of some sort of tall straw grass, that may or may not be used for the thatching of the roof. We also made a stop at Minsi Lake to get an idea of how much reed would be available (it’s a lot). It seems like we will be well situated next weekend, in terms of resources.

Dan C.

April 1, 2019

This week our class discussed Experimental Archaeology and its relationship to Infotainment. To begin this comparison, we read Roeland Paardekooper’s EXARC article on The Great Human Race, featuring Washington College’s Bill Schindler and Boulder Outdoor Survival School instructor Cat Bigney. Many in the class wondered how “real” the show was based off their first impressions from Paardekooper’s article and what they knew about similar survival shows, making references to the escapades of Bear Grylls and the like.

Luckily our class centered around watching a 25-minute segment of The Great Human Race, episode four: Thirst, and reflecting on whether it could be called a form of Experimental Archaeology.

Overall, the class agreed that it could be called a form of Experimental Archaeology as Schindler and Bigney made and used historically appropriate tools with an explanation as to why. However, it was also noted that the show was definitely more of a form of Infotainment or Experiential Archaeology without a thesis to explore and test. The balance between footage and the cutaway illustrations accompanied with commentary on their actions was a good balance between information and entertainment. In short, it allowed the casual viewer to become engaged in a topic they may otherwise not be interested in.

For the sake of comparison, our instructors decided to have us view a different show: Naked and Afraid. Our class, along with instructors, had quite a laugh throughout the viewing, not only because of the nature of the show, but also the extraordinary dialogue from Shane and Kim, the episode’s participants. Although it was apparent that the show was produced in a way to maximize its entertainment value, focusing heavily on the drama between the two participants, our class managed to draw some connections between the show, The Great Human Race, and Experimental Archaeology. The class drew on the differences between Schindler and Bigney and Shane and Kim, primarily the former’s ability to cooperate while under great stress which was key to early human survival as Paardekooper pointed out in his article.

We then moved on to discussing some questions that were extrapolated from the Paardekooper article, mainly: is there any way to replicate the lives of early humans and how does the show mirror our present priorities? As a class it was largely agreed that there was no possible way to replicate the lives of early humans. Even though Schindler and Bigney used the same tools available to early humans, they had prior and advanced knowledge that our ancestors would not have. Also, the terrain on which they were navigating and surviving on had changed dramatically in some instances. The social aspect of survival was also completely ignored, which was also pointed out by Paardekooper. One of the greatest challenges for early humans would have been fitting in and fulfilling their roles within a tribe. This skill would have been arguably one of the most important aspects of survival for any ancient person.

As for our present priorities, the class noted that changes in climate were stressed in the episode of The Great Human Race we viewed, as well as the different types of knowledge and basic skills needed to survive in different locales and different time periods.

For Thursday’s class, we read Richard Schiffman’s article on Bill Schindler featured in The Atlantic and discussed the ideas presented in the article.

As a class it was agreed that basic, hands-on skills were important to learn whether it be balancing a checkbook, sewing, or starting a proper fire. It was also largely agreed that colleges should offer more hands-on courses, especially as introductory courses, since they provide fun opportunities to learn as well as appeal to students who may pursue careers involving hands-on work. However, given how colleges are seen as places where academics are done with paper and pencil or on computers, students who expect that type of education may not do well in hands-on courses or may not wish to take courses of that nature.

The class also noted that hands-on courses, like our Experimental Archaeology course, provided students the opportunity to fail at activities without it destroying their grade and GPA, the bane of every college student’s existence. The majority of the class then chimed in with their experiences of failure at Moravian College and how important it was to learn to cope with it, especially as young adults slowing gaining more and more responsibilities.

We then discussed the anecdote found in the article where one of Schindler’s classes had never separated egg yolks from egg whites, with one 19-year-old student even admitted to never having cracked an egg before. Many in the class found this amazing and shared similar stories of people lacking what they would consider basic and common knowledge about nature.

We then moved on to discussing whether college courses should do more to push students out of their comfort zones and found out a few of the students in our class have little experience with hands-on, outdoor activities. Additionally, we discussed why our ancestors may have been healthier than we are currently, with responses ranging from fresher, non-sugary foods, not living with livestock, which is where most diseases originated, to less pollution and active lifestyles as a necessity of survival.

We wrapped up the class asking whether Experimental Archaeologists are anti-technology, if there is a sense of empowerment that comes from hand-working, and creating a list of questions to ask Dr. Bill Schindler who will be visiting our campus on April 9^th.

We did not have a lab this Friday, however, as it should be apparent from the details of this week’s blog, we had engaging and entertaining classes that everyone seemed to enjoy.

As Spring slowly warms up our area of Pennsylvania, we are excited about our upcoming History Cookout as well as having Dr. Schindler on campus.

March 26, 2019

In this week’s class we discussed our proposals for our final project at the Deputy Center. We divided ourselves into four groups and created our own plan for what this year's structure should be, along with any other project we wanted to complete on site. Among the proposals were two new projects -- a wigwam and a hybrid log cabin-burdei-longhouse – and two projects that sought to complete last year’s structure along with proposing a bonus project.

Eventually we chose structure proposals by Dan and by a group consisting of Zach, Jacob, Rachel, and Elaine. Both suggested the resurrection and completion of the current structure there, created by last year’s class. The burdei foundation and framework is already in place however last year’s class was unable to complete the roofing.

Both also suggested the creation of kilns, however these were in different styles and quantities. Dan proposed a Roman kiln. Zach, Jacob, Rachel, and Elaine proposed two pit kilns in different places so we could measure and compare their effectiveness. Although we liked the idea of being able to compare kilns in different locations, we eventually chose a single Roman-style kiln because it did could be constructed above ground. We learned from last year’s class that digging in the rocky soil was very challenging. One thing we need to do ahead of time is make a pottery grate to go between the pots and the domed kiln roof.

Back to the structures: we listed the pros and cons of each structure. The wigwam, we decided, had definite novelty value (as a new project) and was used by Native Americans in the area. Some of us were concerned about the lack of permanence, since wigwams were typically temporary. The hybrid structure was also interesting and new, but we were concerned about how much wood it would take to make and whether it could be finished in time. We decided on the burdei partly because it will give us a sense of completion and partly because it will not take us as long and will enable us to do an extra project (the kiln). We debated whether last year’s class might feel concerned about us finishing a structure that they had begun, especially if we need to replace any of the infrastructure. Most of us felt that completing it would be a way to honor the work they’d begun, especially the toil involved in digging out a flat floor. Elaine met with education officers from Jacobsburg Environmental Education Center and discovered a potential solution to our ongoing problems about roofing material: nearby Minsi Lake has both cattails and knotweed that are to be cleared soon and which might be used as thatch. If we use knotweed, we must be careful to strip it of roots and berries, since we could spread it without intending to.

March 20, 2019

This week was one of the busiest yet fun times our class had yet! Tuesday’s class was a little different than normal because instead of spending the whole period discussing our reading journals, we dove right into the beginning stages of making bone points and flutes. Of course, we did emphasize the importance of bones and why prehistoric people used them in the first place. The Exarc article was a fascinating one that discussed the chemical composition of bone, specifically with pig bones. The biggest problem explained throughout the article is how diagenesis changes the structure and composition of bones after they are burned, therefore, making it harder for archaeologists to study them. The class agreed that despite the researchers only having six samples, the experiment was successful and can tell us the basics of diagenesis. The question “so what?” is brought up time and time again as we learn different materials and try to understand why people in the past chose certain tools. The most memorable thing we learned is how bone lies in a sort of sweet spot - not too hard like stone, but not as soft as wood. This would be important to remember as we worked on our own tools throughout the week.

Here is where our week gets interesting. Instead of a regular lab, we went outside to shoot bow and arrows that included some of our bone points we made. Thankfully we had beautiful weather for this event and had an even better student turnout than we suspected. At first it was intimidating for anyone who has never tried bow and arrows, but soon we were shooting the arrows far distances and even hitting the target! Sarah had some previous experience with a bow and we all appreciated her help in demonstrating the correct stance and way to shoot the arrows. We also had the option to use the atlatl. To some students this was a harder task, while others were flinging them incredible distances. We noted that the deer bones used as arrow points seemed to get stuck in the target more often than the stone points. Soon we were becoming pros and teaching interested students ourselves. This lab was a great example of how the experiential aspect of archaeology is a huge part of the learning process, especially when learning about these different materials and the techniques that work the best for them.

On Saturday our class had the privilege of visiting the Frontier Culture Museum in Staunton, Virginia. Although it was over a 4-hour drive, the trip was totally worth it and served as a great bonding experience. Our purpose of visiting this open-air museum was to learn how these types of museums interpret the past through their mission statement and how they provide different environments for experiencing the story of migration to western Virginia. The museum tells the story of how thousands migrated to colonial America from places such as Germany, Ireland and England and how their way of life changed as the frontier moved.

What makes this museum unique is how they bring in historic buildings from those countries and preserve everything inside to its specific time period. Our guide explained how these different houses are important in having visitors take in their surroundings and want to ask questions. We were also interested in how they used experimental archaeology to make sure the houses were as accurate as possible. Employees undertook a variety of cooking, livestock breeding, and building experiments. It was noted that the employees did a lot of research on the buildings and the time period itself, especially if they were dressing and acting the part. However, due to accessibility issues there were some anachronisms made such as ramps and lighting to overall make the museum more inclusive and safe.

We also learned how the interpreters change the narrative depending on the groups that come in, such as a group of kindergarteners or college students. When it came to areas such as the West African, visitors tended to ask different questions and struggle with understanding their migration to the frontier since it wasn’t by choice. There are definitely different approaches to the migration story and the museum is adamant on always adapting and changing to make their mission even better.

Jessica A.

March 3, 2019

This week began with our midterm on Tuesday. There were two essays assigned; one -- evaluate an experiment based on the criteria and standards laid out by Stephen Saraydar and Peter Reynolds, and two -- answer the question, “What is experimental archaeology?” The latter seems like a simple question, yet it is complex and subjective. Personally, I answered the question by breaking it down, since experimental archaeology is an extension of archaeology. Archaeology is defined as: the study of human history and prehistory through the excavation and the analysis of artifacts and other physical remains. Experimental archaeology connects missing pieces of historical knowledge. Using fragments unearthed in archaeological sites and learning about those fragments by experimentation, partnerships, and primary documents, an archaeologist can resolve possibilities of a past long hidden. Because of experimental archaeology, the knowledge of humanity, found through these endeavors, can be passed onto generations through living museums, activities, and further studies with the steps given by Stephen Saraydar and Peter Reynolds as imperative tools. At this stage of learning we have seen how, working through both experience and experimentation, we have a better understanding of the ideas we are learning along the way. Everyone seemed to have done rather well according to an email sent out to the class by Dr. Bardsley and Dr. Paxton. Good job everyone!

Our readings for Thursday were based on structures. We looked at an EXARC report on the maintenance and issues over time at St. Fagan’s National History Museum. In this report we learned the importance of long-term recognition when designing living history museums. As a public enterprise and educational facility, many new codes regarding accessibility must be considered. We were all impressed with the ability of Steve Burrow, the head of historic properties, St. Fagan’s National History Museum and his contributors to assess the conditions and rebuild the property to legal required standards while maintaining the dignity of the site. We read another EXARC report about Werner Pfeifer’s experience with building Mesolithic Huts in the Stone Age Park Dithmarschen in 2014. He discussed a problem highlighted by Burrow as well…. Location is imperative when designing structures. His discussion will be helpful when considering issues such as moisture and wind direction as we compose our structure proposals for the Deputy Center in the near future. Reading these accounts is a good reference we can use to avoid issues similar to what these sites faced over time. We looked at a YouTube video on building an Iroquois Long House in upstate New York. The video is a good research tool as the location is like ours in NE Pennsylvania. In the video we watched as the men stripped the bark from a tree to use as paneling. I hope we can attempt this in our structure.

Our lab this week was about processing cordage. The two subjects do intersect as we observed cordage being made from tree bark in the video on Long House building. We also learned about cordage being made with organic materials in the readings a few weeks ago reported by Linda Hurcombe (2008). Hurcombe had used an expert on plant fiber to assist her in experimentation and recreations of ancient bands and textiles. She showed us in this reading the importance of chaînes opératoireswhen working with textiles and plants. The ability to reference connections may save experimenters valuable time and effort when doing these studies. In this lab we were given basic organic fabrics. There are two types of fabric: cellulose fibers and protein fibers. A few of the cellulose fibers we used were cotton and linen(flax) and nettles. Some protein fibers such as two types of sheep wool and alpaca hair were also used in our lab.

We watched a video about how to use flax fiber, which resembles hay stalks. The stalks must be processed to remove as much of the shell as possible. It is then combed out using a metal comb to remove any remaining debris.

We watched a video by Abby Franquemont about how to use a drop spindle like the one shown here, to spin a decent amount of cordage. It looked much easier than it was. I found it difficult to make much, but other students, like Rachel for example found it easy. Practice makes perfect they say.

We all concentrated very intensely as we spun the raw material into a twine that could be collected and used to create textiles. As we worked with our hands, we also took note to the steps involved and charted them in a chaîne opératoire.

This was a good way to connect to the material we learned about in the readings but also a way to experience the manufacture of materials we take for granted. Professor Bardsley offered much insight as she has been working with textiles for some time. We were able to produce amazing feats as beginners……

Just kidding, that is Professor Bardsley’s nalbinded cap bought on Etsy. However, some of us did manage to make some decent thread…….

Here are some links to the videos we used learning about the cordage and structures this week.

Building a longhouse: https://www.youtube.com/watch?v=amvv4P4DzJU

Working with flax: https://www.youtube.com/watch?v=Q0SFRIZqkfE

Abby Franquemont on spinning with a drop spindle: https://www.youtube.com/watch?v=rPUORvO-GZE

Elaine M.R.

Feb. 25, 2019

This week was a bit different from the others due to the fact that our readings had to be changed because of the previous week’s snowfall; all in all, we caught up and were ready to tackle this week’s theme. Before going in depth on the topic of dye, we quickly discussed our pottery experiment from last week and while some were definitely better than others, everyone had a blast working with the clay and making some beautiful pieces of pottery!

Usually, we discuss the readings for the two days of class and then do the lab on the Friday, but for this week, we needed to start it a day early and prepare for the history department’s event on medieval dye. The first Tuesday reading was an article by Linda Hurcombe on using experimental archaeology to study perishable material. Among other things, she discussed using inorganic material, such as stone tools, to make inferences about organic material – the “missing majority” that has now perished. This reading also introduced the idea of “play” when it comes to trial and error in these plant-based materials. Also for Tuesday, we read a journal by Anna Hartl and others on prehistoric dyeing technology and this gave us more of an understanding on the way people would dye in prehistoric times. After going over these journals, the class had a better idea of the dyeing techniques as well as the trial and error process and “play,” and later in the week, we would use this newfound knowledge for our lab.

On the following Thursday, we started to work on the dyeing of wool and silk scarves, cotton socks, bandanas, and stars. To start this process off, the pieces were scoured (boiled for an hour with soaps) and mordanted (treated with a mordant (chalk, alum, etc.) to help dye adhere). After these preparations were completed, we were given a brief overview of what we had to do while dyeing and what we had to work on while not dyeing. The three dyes we used were weld (yellow), woad (blue), and madder (red) and while the woad stayed in its own bucket, the weld and madder were kept on heat to make sure they stayed at a certain temperature for our usage.

The next day, we continued with our experiments and invited the Moravian College community to participate in our attempt to produce Lincoln Green. The process requires a lot of trial and error as well as patience for the desired result. The arguments about how to get this color involved whether to use woad first and weld second or weld first and woad second. While this dye color has been around since the Middle Ages, the debate between the dyeing order has been going on without end because since then. Either process could have made the result of Lincoln green. Along with the class, the turnout was wonderful and anyone dyeing had a great time and while it was evident that most people were not going to try to make the green, the colors created from the different combinations were truly extraordinary! One of our jobs, as part of the lab, was to interpret what we were doing for anyone asking or looking around the tent. Some of the questions involved what we were using, what we were trying to make, and what to do with the cloth after it was dyed. In the end, the Lincoln green color was more apparent on the sample that was weld first and woad second but, this doesn’t at all mean it came out the same way in all periods and places. When Dr. Bardsley did the woad first and weld second, the result was more of a Saxon green which was very pretty but not the result we were hoping for.

After doing the readings and the lab, it is very interesting to learn about the processes and then doing them. Hartl talked about how complicated and involved the process was back then and after doing the processes with anachronisms, I can easily see that the people of the Bronze and Iron ages had technical knowledge that was very advanced for their times. The fact alone that we had more advanced technology at our disposal makes what they did more of an extraordinary feat. Also, going back to Hurcombe’s idea of “play,” that is a big part of what we were doing while mixing the different dyes. Last week was a similar situation because most of us had no idea what we were doing during the pottery lab. In a way, we “played” to see what vibrant colors we could make with the dye combinations just like how we “played” to make the pottery pieces last week.

Andrew P

Feb 18, 2019

This week was a bit shorter than the others due to another snow storm (but not everyone was mad about it because days off are appreciated). Sadly, we had to condense the topics that we covered quite a bit. Before we could cover our theme for the week, we evaluated our own experiment from last week on lithics and edge wear use against Saraydar’s 8 criteria for experimental archeology projects. Overall, we agreed that, considering constraints on time, budget, and labor, our experiment was rather well designed. We had a number of suggestions about how improvements could have been made if we had more time, such as doing even more repetitions with our obsidian flakes or using each flake longer to increase the amount of edgewear. We also made suggestions about how we could have improved our experiment in future semesters, which included not using wooden cutting boards, which could throw off our results when cutting other materials. Overall, we believed our experiment was a good example of experimental archeology, and allowed us to become much more observant of edge wear.

Following this discussion on Thursday, we discussed the topic of ceramics, specifically with the chaîne opératoire, which is a word for a flowchart describing the materials and the sequence of events required to create and use an artifact. For example, we discussed the chaîne opératoirefor creating a clay pot, including many different steps like obtaining clay, tempering clay, and drying it before firing it. The goal of using a chaîne opératoireto discuss the method of creation rather than a bulleted or numbered list is that you can easily see feedback loops and areas that overlap. This was evident in the creation of the clay pot example because after a pot is fired, it can either be used or crushed and made into temper for other pots.

Once we understood the complex art of creating pottery, we set to work on Friday. For three hours, our class worked to create pots out of clay without the use of a wheel (or much first-hand experience). Dr. Bardsley encouraged us all around that to learn to make better pottery, trial and error was important. We indeed had a lot of errors! Not long into the lab we realized that we all would not have been the best paleolithic survivors. However, by the end of the lab session, we had dozens of pots, cups, plates, and miscellaneous items that were ready for the drying process. They are now resting peacefully in the history department awaiting firing in a few months at the Deputy Center. That is where the real test will be. If we left any air pockets, thin areas, or holes, the pots will likely shatter in the pit firing. Fingers crossed we pass!

Elizabeth H

Feb. 11, 2019

This week was quite fun and informative! In class we learned about two aspects of historical archaeology, including heritage and lithics experimentation, which seem to go hand-in-hand. After doing our readings and having class discussions on the two different topics, we all enjoyed a fun lithics lab on Friday that summed things up and gave us a better understanding of an experiment within the field of experimental archaeology.

When we were learning about heritage we read and analyzed two texts, Experimental archaeology within the heritage industry: publicity and the public at West Stow Anglo-Saxon village by Mary Crothers and Linking experimental archaeology and living history in the heritage industry by Carolyn Forrest. These two texts gave us all a better understanding of “living history” as a practice. From what we gathered, heritage can be seen or defined as an appreciation of a selected past. This can be carried out in a number of ways but the two main outlets we talked about were living history museums and reenactments. Despite some of these sites starting out as closed-off laboratories, they now provide interactive ways to include and educate the public. Studying and commenting on these establishments raised the questions of why certain sites are set up the way they are: what is the message that they want to give?

The next class focused on lithics experimentation, which can be linked with heritage and the celebration of past methods. We read and analyzed two dense texts that gave us an introduction on this practice. These texts were, The potential of experiments in lithic technology written by D.S. Amick and R.P. Mauldin. as well as A. Fischer et al., Macro and micro wear traces on lithic projectile points. While the first text discusses what lithics experiments are and how they should be carried out, the other was an experimental case study. The experiment was a lithics experiment in which the participants reconstructed two types of arrow points and shot them at multiple targets. Their main goal was to determine if macro- and micro-wear analysis could be used to identify how the point was used and what material it might have struck. The texts really tied in nicely with each other and gave us background knowledge for the following lab and what we were trying to accomplish as a class.

Friday was our lab on lithics and it was fascinating! We used the obsidian flakes created in the previous lab last week to cut different materials. By doing this we were able to analyze wear marks and patterns to determine which flakes were used for which purpose. Our main variables in this experiment were the materials being cut: leather pieces, wood, and carrots.

After each group of three spent 15 minutes at each cutting station, Dr. Paxton and Dr. Bardsley numbered each of our specimens and we headed to a lab to look at the wear marks to determine the use of each shard. The class was able to list certain characteristics for each of the uses and it was beneficial in further attempts at analysis.

The success rate for determining flake usage from wear marks (without knowing what they’d been used for) was an astonishing 76%! Our class did an excellent job and learned how to pick up certain properties that helped us in our answers. It seemed to be that the shards used for cutting the leather and the carrots were especially easy to detect; in comparison the wood was not as easy to identify.

This week was again pretty awesome! We covered a lot of material but also learned more about historical archaeology as a field. The two different aspects of heritage and lithics experimentation were both introduced and essentially understood by all the students. The lab and readings gave everyone a better appreciation for science and its importance in experimental archaeology. We also learned that carrying out hands-on experiments is crucial in learning about the past. By using test specimens, we are able to better appreciate past methods and even determine objects and artifacts and what their probable use could be. The class is very excited for the weeks and classes to come as we will be learning and practicing a lot more!

Zach B.

Feb. 3, 2019

So excited to be back doing experimental archaeology. At the end of the second busy week there is much to report. On Tuesday and Thursday, we continued reading and discussing Stephen Saraydar’s work and threw Peter Reynolds into the mix. Then during Friday’s lab, we mixed things up and introduced one of my favorite activities, flintkanpping.

Without a doubt, the Saraydar and Reynolds’ readings were challenging, but as we noted, interdisciplinarity demands that we deal with the vocabulary and concepts of other fields. The students did a great job working through Reynolds’ claims and (I think) came to see the article as foundational if also a product of a particular moment in the history of experimental archaeology. The tension between the experimental and the experiential is one we will explore at length in this class and students did not shy away from it this week. While most seemed to appreciate the importance of the experiment in archaeology, several thought his approach was too rigid and his attitude too snarky. Jacob had a good insight when he noted that despite Reynolds’ skepticism that experimental archaeology could say anything about motivation, he most likely assumed the rationale of past people in formulating his hypotheses. We then reviewed the five categories of experiment that Reynolds did consider legit: 1) construct, 2) process and function, 3) simulation, 4) probability trial, and 5) technical innovation. We spent so much time on Reynolds that we barely introduced Saraydar. Students did note that he graduated at a time when post-processual archaeology was taking hold and that this may account for some of the differences between the two readings.

Since we did not finish discussing Saraydar on Tuesday, we reviewed his eight guidelines for an archaeological experiment at the beginning of Thursday’s class. I'll provide an abbreviated version of those guidelines since they are so useful in the course.

1) Research both the archaeological and ethnological literature for clues about materials and process

2) Use the appropriate materials – those we know past people used or those available to them.

3) Work within the limits of the aboriginal situation. Do not use technologies the people in question did not possess.

4) Gain experience in the skill being tested. One needs to practice, take lessons, etc. in order to master the skill or obtain the assistance of an expert.

5) Repeat experiments whenever possible to account for anomalies.

6) Report on the experiment in sufficient detail so that someone else may critique it and replicate it.

7) The goal is to determine how something might have been made or used in the past, not that it must have been made in this way.

8) These are guidelines and may not be adhered to in every particular.

Saraydar, S. C. 2008. Replicating the past: the art and science of the archaeological experiment. Long Grove, IL: Waveland Press, 26-28.

Saraydar, students noted in contrast to Reynolds, valued experience as a necessary prerequisite to conducting an experiment. Then working in pairs, students spent the rest of the class applying the eight guidelines to the experiments described in chapter 3 of Replicating the Past. The experiments were well chosen both because they illustrate a range of experiments and because they were susceptible to analysis and critique by students who are new to the field. Students raised some excellent points regarding the strengths and weaknesses of various experiments.

On Friday, we practiced flintknapping. Last year we made flakes and conducted the experiment all in the same lab session. Though it worked, it felt rushed and we did not have as many high quality flakes as we would have liked. This year we broke lithics into two lab periods. Students got to ‘play’ with the obsidian and try different techniques this week and will conduct an experiment next week. This way they had more time to work on a single piece and the results were gratifying. By the end of the class, most of the students were getting the hang of it and were producing recognizable points. Though many of these suffered from inevitable breakage, I could tell many took pride in their accomplishments.

Quite apart from the technical skills they were developing, it was terrific the way the group bonded in the less formal lab setting. Flintknapping is a social activity, and it was great to see students having fun and learning from each other. By the end of the day, we felt as though we had ticked off point 4 of Saraydar’s guidelines. Next week we will invade the biology lab and put on our lab coats to conduct the experiment and perform use wear analysis on the flakes we made. Looking forward to it.

Jamie P.

January 26, 2019

Sandy (Dr. Bardsley) here, reporting in on our first week of classes. We are delighted to have another fabulous and enthusiastic group of students. That makes a huge difference to the overall dynamic of the course, not to mention a huge difference to how much we enjoy teaching. This year's students have different skills from last years (some overlapping, but some new for us), and that is especially inspiring. While we will certainly cover some new material, we will do so with different sets of eyes and different backgrounds, producing different results. Jamie (Dr. Paxton) and I are more confident with the material and the overall structure of the course this time around, but we're still stretching ourselves. New for this semester are a trip to the Frontier Culture Museum in Staunton, VA (it's going to be a very long day trip) and a day of dyeing wool and silk using natural dyes. We're thrilled that Bill Schindler is coming to talk on campus on April 9 -- that will relate very directly to the material of the course. And we're planning to camp out at the Deputy Center for a weekend rather than spend so many afternoons shlepping back and forward as we did last year.

This week's material, as well as introducing our course, situated experimental archaeology in terms of academic disciplines. We read the first chapter of Stephen Saraydar's book and made connections between historiography of the late 19th-century to the present and the development of archaeology (esp the cultural-historical, processual, and post-processual stages). We introduced the discussion of ways of seeing with this image (ganked from twitter -- apologies that we do not have an original source to cite):

On Friday, we made our initial reconnoiter of the Deputy Center. There was a thin layer of snow left over; more treacherous was the ice. Several of us performed pirouettes, albeit accidentally, that would have impressed ice skating judges. We surveyed the meadow area on which we may well build in April. We noted that the stream was high and did not try to cross it; instead we drove around to the other entrance and examined the house and barn ruins. A definite highlight for Dr. Paxton and I was visiting last year's structure. Despite the fact that we didn't quite finish, it has held up quite well. The bark on the roof has slumped a little, but the framework is sturdy and our wattle-and-daub walls especially so. The growth of moss and fungi show that it's becoming its own little ecosystem.

Today I graded the first readings journals (we trade off the grading) and was very pleased to see that already students are making connections among readings and between readings and their lived experiences. In short, this promises to be another interesting and enjoyable semester.

Sandy B