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What methods do we use to look for ancient artifacts?
Archaeological Ethics:
Archaeological Ethics:
Important Laws:
Laws in the United States on federal and state lands protect archaeological sites. People who violate these laws can be prosecuted. Laws pertaining to private lands distinguish between surface collecting (picking up objects laying on top of the ground) and any ground-disturbing activities, like digging for artifacts. Laws pertaining to state and federal lands do not distinguish between surface collecting and digging for artifacts. In other words, removing artifacts from state and federal lands is illegal.
As we practice collection, let’s remember the laws and ethical dilemmas with artifact collection.
Activity 1: Identifying and Preparing the Site
Activity 1: Identifying and Preparing the Site
MATERIALS:
MATERIALS:
For teacher set up:
Artifact collections to distribute
Metric Long Vinyl Tape to build Quadrat grids
For students:
Metric Measuring Tape to build Quadrat grids
Field Journals and pencil
Surveying and Establishing a Site Grid
Surveying and Establishing a Site Grid
To decide where to dig, archaeologists survey the area on the ground.
In your groups, walk side by side, about 5 feet apart across the area you would like to investigate. Each team member should be scanning the ground to their left and right in front of them, looking for artifacts. When a team member finds a site that appears to have artifacts, alert the other team members to start the next step.
One way to ensure that we always know what the site was like when it was found, is to record the location of all materials excavated.
The first step in this process is establishing a site grid.
On the site map area in your Field Journal, draw a dot above and to the left of where you want to map your artifact site.
Draw two lines from that point: one horizontally and one vertically, like you are drawing a graph on paper.
Then, draw a rectangular grid over the entire site. In the field, this is done with string. For this activity, it's a little easier: place your grid over the area where the artifacts have been found. Each grid line is labeled so you can easily record where each artifact is present in the grid.
Finally, the whole site is mapped on a piece of paper, including the grid lines. Each square of the grid is assigned its own number within the entire grid.
Use your Field Journal to map your site and the table below the map to record where each artifact lies in the grid.
Activity 2: Float Analysis
Activity 2: Float Analysis
MATERIALS:
MATERIALS:
Plastic Container
Strainer
Set of four binder clips (teacher's help needed)
Cheesecloth
Soil mixture
Wooden spoon
Materials Guide
Identifying Plant Matter and Other Floating Debris
Identifying Plant Matter and Other Floating Debris
Fill the bucket provided with water.
Line your strainer with cheesecloth and clip the cheesecloth to the edges of the strainer to secure it.
Hold the strainer over a sink or outside area that is okay to get wet.
4. Slowly pour the soil mixture that you collected during your excavation into the bucket. Use a long spoon, or even your hand, to reach the bottom of the plastic container and gently stir the material. This will loosen up any particles that want to float to the surface.
5. Slowly pour off the water in the plastic container into your strainer. Leave the material in the bottom of the bucket there. Only pour off the top.
6. Repeat. Fill the plastic container with water one more time. Stir the contents to loosen any floating particles.
7. Pour of the floating pieces into the cheesecloth and strainer.
8. Unclip the cheesecloth and set it in a window to dry.
9. Now, take a look at what floated to the top. Use the MATERIALS GUIDE provided to identify the artifacts you have uncovered. Log them with any interesting details in your Field Journal.
Activity 3: Tell the Story
Activity 3: Tell the Story
Now, take a shot at telling the story that would explain what you found. Was there burned material that might indicate fire? Were there seeds that might indicate food or gardens? Were there tools that might be used to hunt or process food or skins? This doesn't have to be perfect, but use your resources and see what conclusions you might come to and additional questions you might ask. Record you story in your Field Journal.
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