Decoding the Past: The Work of Archaeologists

OORTto

T E A C H I N G W I T H T H E P O W E R O F O B J E C T SSmithsonian Institution November/December 1995

Inside

Lesson Plan

Take-Home Page in English/Spanish

Subjects

Social Studies

Science

Language Arts

Grades

4–9

Publication of Art toZoo is made possiblethrough the generoussupport of the PacificMutual Foundation.

DECODING THE PAST: The Work of Archaeologists

CONTENTS

Introduction page 3

Lesson Plan Step 1 page 6

Worksheet 1 page 7


Worksheet 2 page 9


Take-Home Page page 11

Take-Home Page in Spanish page 13

Resources page 15

Above photo: The layering of the soil can tell archaeologistsmuch about the past. (Big Bend Reservoir, South Dakota)

Cover photo: Smithsonian Institution archaeologists take abreak during the River Basin Survey project, circa 1950.

Art to Zoo’s purpose is to help teachers bring intotheir classrooms the educational power of museumsand other community resources.

Art to Zoo draws on the Smithsonian’s hundredsof exhibitions and programs—from art, history, andscience to aviation and folklife—to create classroom-ready materials for grades four through nine.

Each of the four annual issues explores a singletopic through an interdisciplinary, multiculturalapproach.

The Smithsonian invites teachers to duplicate Art to Zoo materials for educational use.

ologist can survey the areathrough careful observationof surface features andexposed artifacts. If theresearcher discovers enoughevidence, he or she canemploy an arsenal of high-tech tools to explore a sitefurther.

One frequently used toolis aerial photography. Viewsfrom the sky offer uniqueperspectives on an archaeo-logical site, often revealingfeatures that might be lessapparent from the ground.By carefully examining pat-terns of shadows, soil colors,and crop growth, an archae-ologist may detect theremains of sunken featuressuch as walls, ditches, andearthworks.

At ground level, a varietyof remote sensing techniquescan be used to investigate asite without disturbing it.Depending on a soil’s com-position, an archaeologistmight use ground-penetratingradar, soil-resistivity testing(measuring a soil’s electricalresistance), or magnetic

other evidence of past humanactivity.

Finding written records ofhistory is different from dis-covering archaeological puz-zle pieces. A historian mightknow where to look for apotentially important docu-ment—perhaps in an archiveor a collection of personalpapers. In comparison, anarchaeologist usually hasfewer leads but just as manyways of learning about the past.

SITE SEEING

The first challenge facedby archaeologists is locatinga site that will yield cluesabout the people who oncelived there. To that end, sev-eral nondestructive methodscan help determine whether acertain area may contain arti-facts. If a site was once thehome of a literate society, anarchaeologist can often con-sult written records for possi-ble clues. When documentsare not available, the archae-

As valuable as they are,however, written accountscannot present a completerecord of human history.Documents speak only of lit-erate societies and are oftenincomplete. These recordsare blind to the thousands ofyears of human experiencebefore the invention of writ-ing. To recover this vibranthuman past without writtenhistory or memory, we mustturn to archaeology—thestudy of material remains to learn about past humanexperiences.

Archaeology and itspotential to increase ourunderstanding of the distantand the recent human pasthave long been cornerstonesof the research done at theSmithsonian Institution andare the subject of this issueof Art to Zoo. The pho-tographs of Smithsonianarchaeologists and activitiesthat follow encourage yourstudents to think about howhuman-made objects andother indicators of humanlife can enrich our under-

DECODING THE PAST:The Work of Archaeologists

standing of peoples both pastand present. You can use thelesson plans as part of eithera world cultures curriculumor any social studies unit thatexplores methods of under-standing the past.

THE PUZZLE OF THE PAST

The human past is like avast, uncompleted jigsawpuzzle with many scatteredpieces. To a historian, thepieces of this puzzle are let-ters, journals, books, andmaps—in short, the wholehost of written documentsthat have survived over time.Documents might be as rareas an original copy of theDeclaration of Independenceor as common as the dailynewspaper.

An archaeologist searchesfor different pieces of thissame puzzle. However, ratherthan seek what has beenwritten, he or she looks forwhat has been left behind—in the form of artifacts(human-made objects) and

Whether you’re ten or one hundred years old, you have a sense of the past—thehuman perception of the passage of time, as recent as an hour ago or as far back as adecade ago. We are all explorers of this past, seeking the meaning of today from whathappened yesterday. The past stretches far beyond our own experiences; it takes itsshape from those who have come before us. The collective memories of our parents andgrandparents provide us with an image of more than two generations of human triumphsand tragedies. In fact, the lens of history allows us to view more than thirty centuries ofhuman experience chronicled by a multitude of men and women.

As an excavation pro-gresses, it uncovers the pastin both horizontal and verti-cal dimensions. The horizon-tal dimension reveals a siteas it was at a fixed point intime. The vertical dimensionshows the sequence ofchanges within a site overtime. Excavation methodsvary according to whichdimension of the past anarchaeologist chooses tostudy. A researcher seeking adetailed “snapshot” of a par-ticular point in time wouldlikely initiate a large, open-area excavation. This tech-nique requires archaeologiststo uncover a site layer bylayer until reaching the levelof the desired time period.Alternately, an archaeologistseeking to understand theprogression of time at a sitewould probably employ agrid excavation. Under thismethod, workers dig evenlyspaced square holes, leavingbaulks (wall-like unexcavat-ed areas) between thesquares. Baulks allow

survey the site meticulously and map it on a grid within a coordinate system.Researchers then referencethe locations of all unearthedartifacts or features to theircoordinates within the widersite. Archaeologists noteunexcavated areas just ascarefully, because they maybe of interest to other archae-ologists in the future.

Many of the tools used inexcavation are surprisinglyfamiliar. Archaeologistsemploy common householdutensils such as ladles,spoons, dustpans, and brushesto move small amounts ofearth. They use flat-edgedshovels to remove larger vol-umes of soil and root cuttersand small hand saws to extractgrounded tree roots. However,no single tool is more synony-mous with archaeology thanthe small mason’s trowel. Thesturdy, welded body andtough, steel blade of this toolmake it ideally suited for gingerly removing successivelayers of soil.

4 Art to Zoo Decoding the Past: The Work of Archaeologists November/December 1995

archaeologists to examine asite’s general stratigraphyand are later removed toreveal whatever might liewithin them.

Researchers use moreintrusive excavation methodswhen a site will be obstruct-ed or destroyed by someform of modern develop-ment, such as a shoppingcenter. These “salvage” pro-jects force archaeologists torace against time to find evi-dence. To this end, they con-duct “reconnaissance” sur-veys (small-scale excava-tions) at random locations,along a predetermined sitegrid, or wherever they sus-pect they may find archaeo-logical evidence.

Researchers gather twovery different sets of infor-mation during the course ofany excavation. They canexamine tangible findings,such as artifacts and theremains of plants, animals,and humans, well after anexcavation has ended.However, excavation

surveys to determine thenature of the materials thatlie below the surface.Ultimately, however, careful-ly directed digging in a sitecan reveal much more thanall the nondestructive methods combined.

DIGGING IN THE DIRT

To an archaeologist, thesoil resembles a historicaldocument; the researchermust decipher, translate, andinterpret the soil before it canhelp him or her understandthe human past. But unlike adocument, the soil of anarchaeological site can beinterpreted only once in thestate in which it is found.The very process of excava-tion destroys a site forever,making such an investigationa costly experiment that cannot be repeated.

Accordingly, archaeolo-gists conduct excavationswith great care. Before anexcavation begins, they

Layer A

Layer B

Layer C

Layer D

Present

1950s

1920s

1890s

Ground level

Going back into the past

Simplifiedstratigraphy displaying thechronologicalprogression ofsoil layers

An open-area excavation at Big Bend Reservoir, South Dakota

Figure 1

(carbon 14) that decays at aknown and steady rate,archaeologists can determinean organic object’s age (if itis less than 40,000 years old)by measuring the amount of carbon 14 remaining inthe object.

Dating inorganic materialsis also quite challenging,because relatively few arti-facts come labeled with a dateof manufacture. In fact, pot-tery, the most common typeof artifact found at archaeo-logical sites, seldom containsobvious indications of its age.Archaeologists sometimes usethermoluminescence dating toestablish the age of pottery.This technique is similar tocarbon 14 dating in that, likeorganic substances, potterycontains small amounts ofradioactive elements thatdecay at known and steadyrates. An archaeologist candetermine the age of a potteryfragment by measuring theremaining amount of radioac-tive elements that it contains.Another way of dating pottery

and other inorganic materialsis through typology—compar-ing undated samples withthose from associated sitesthat have been dated throughprevious excavations.

DECODING THE PAST

After an archaeologist hasgathered, catalogued, andinterpreted all of the evidence,he or she begins the mostimportant reporting task of all:putting a human face on thepast. A final archaeologicalreport often reflects years ofcooperative work amongexperts from disciplines asdiverse as history, medicine,anthropology, chemistry,geology, and biology.

Through the tireless workof these experts, the distantpast again resonates with thesound of human voices.Across the millennia, thefragments of human experi-ence remind us that thosewho have come before wereevery bit as human as we are.

Art to Zoo Decoding the Past: The Work of Archaeologists November/December 1995 5

Layer A

Layer B

Layer C

Layer D

Layer E

Ground level

Bottle cap

Pottery fragment

1885 coin

An example of ter-minus post quem.The 1885 coin inLayer E establish-es that Layer Edates from on orafter 1885. It fol-lows that the pot-tery fragment inLayer D and thebottle cap inLayer B likelydate from or after1885 as well.

Scattered glass fragments

Charcoal

Scattered masonry

Layer A

Layer B

Layer C Layer D

Layer E

Layer F

1860s tile floor

Ground level

An example ofterminus antequem. Layer Cis an undisrupt-ed tile floor ofthe 1860s. It fol-lows that LayersD, E, and F datebefore the1860s.

destroys contextual features,such as building remains, asthey are uncovered. To pre-serve vital information aboutthese remains, archaeologistspainstakingly catalog everynuance of a site through volumes of photographs anddrawings.

INTERPRETING THEEVIDENCE

During and after an exca-vation, an archaeologist con-fronts a bewildering collec-tion of artifacts, drawings,and photographs to decipherand relate to one another.Using both relative andabsolute dating methods, anarchaeologist can often placea site within a larger chrono-logical framework.

In relative dating, archae-ologists interpret artifactsbased on their positions with-in the stratigraphy (horizon-tal layering) of the soil. Thestudy of stratigraphy followsthe excavation axiom “last

in, first out”— meaning thatan archaeologist usuallyremoves soil layers in thereverse order in which theywere laid down (see Figure1). In relative soil dating,archaeologists follow twogeneral principles known asterminus post quem and ter-minus ante quem. Terminuspost quem refers to thenotion that a datable objectprovides only the date on orafter which the layer of soilthat contains it was deposited(see Figure 2). In contrast,terminus ante quem refers tothe concept that all the soilbelow a solid, undisturbedlayer dates before that layer(see Figure 3).

Relative dating of a site’sstratigraphy often depends onthe absolute dating of exca-vated materials and artifacts.One of the most widely usedmethods of determining theabsolute date of organicmaterials is radiocarbon (car-bon 14) dating. Because allliving organisms contain aradioactive form of carbon

Figure 2 Figure 3

ARCHAEOLOGICAL THINKING

Objectives■ Identify “artifacts” from acontemporary setting.■ Describe the function ofeach artifact.■ Interpret possible associa-tions between artifacts.

Materials■ Four or five small paper orplastic bags.■ Artifacts (nontoxic refusefrom the school building).■ Copies of Worksheet 1,page 7.■ Pens or pencils.

SubjectsSocial studies, science,language arts

Procedure1. Choose four or five

areas in your school withwhich students are familiar(e.g., your classroom, thecafeteria, and the library).Observe each location, not-ing what students commonlydo there (e.g., study, eat, andsocialize). After school hoursor when the areas are clear ofstudents, examine the trashand recycle bins and thefloors for evidence of thosestudent activities. Select arti-facts (e.g., portions of candywrappers, plastic from pencaps, and portions of studentpapers) that can help to tell

the story of each site. Placeeach site’s artifacts in a sepa-rately numbered bag (num-bered 1 through 4 or 5).

2. At the beginning of thenext class, discuss the differ-ence between historians andarchaeologists by askingyour students how we knowthat an event happened in thepast. Answers may vary, butstudents will probably con-clude that information aboutthe past event was recordedin some form. You may wishto have your students suggestvarious methods of docu-menting past events (e.g.,oral histories, writtenrecords, video and audiorecordings, and digital data)and have them evaluate howeach method differs from theothers. Tell your students thathistorians use all of theserecorded sources to under-stand the past. (Be sure tonote that not all societieshave kept records and thatrecords can often be incom-plete or biased.) Next, askyour students how they mightlearn about a past event ifthey could not read about itor view it on videotape.Some students may find thisquestion difficult. Ask themto think about the work of anarchaeologist—what doesthis type of researcher lookfor? Students should con-clude that an archaeologistseeks physical evidence(clues) of the past.

3. Using the Introductionas a guide, tell your studentsthat they will be learninghow archaeologists use phys-ical evidence in the form ofartifacts (human-madeobjects) to learn about thepast. Tell them to imaginethat an archaeological expe-dition at your school hasrecently uncovered a numberof artifacts that the classmust now examine and inter-pret. Stress that the studentswere picked for this jobbecause they were the fore-most experts on the archaeo-logical sites.

4. Divide your class intofour or five groups of equalsize. Give each student acopy of Worksheet 1 andprovide each group with oneof the numbered bags of arti-facts. Direct your students toopen the bags and carefullyexamine each object. Askthem to consider what each

object is made of and how itmay have been used. (Tellstudents to put this informa-tion on their worksheets.)Students may find someobjects easier to identify thanothers. Walk among thegroups and provide hints asnecessary. After the studentshave identified the objects,ask them to speculate wherethese objects may have beenfound. (Tell students to putthis information on theirworksheets.)

5. Conclude the activityby having a representativefrom each group explain itsinterpretation of the objects.Provide explanations of theobjects and their contexts asnecessary. Emphasize thatarchaeologists are often chal-lenged with interpreting arti-facts that they cannot imme-diately identify or date.


LESSON PLANStep 1

Artifacts are uncovered by the careful removal of surroundingsoil with brushes and trowels. (Medicine Creek Reservoir,Nebraska)

Directions: Use this worksheet to record your observations of the artifacts provided by your teacher.


WORKSHEET 1Archaeological Thinking

Group number

Artifact bag number

Object Material it is made of What it was used for(function)

LAYERS OF THE PAST

Objectives■ Identify methods archaeologists use to relatively date soil layers.■ Interpret soil profiles.

Materials■ Copies of Worksheet 2,page 9.■ Five textbooks.■ One notebook.■ Paper labels.■ Adhesive tape.■ Pens, pencils, and markers.■ One coin.


Procedure1. Using the Introduction

as a guide, tell your studentsthat archaeologists oftenstudy the soil of a site tolearn about the past. Askyour students if they haveever dug into the soil (e.g.,when putting in a garden ordigging a fence post). Whatdid they notice about thecolor and texture of the soil?Answers may vary, but stu-dents will probably concludethat the color and texture ofsoil change with depth.

Emphasize that soil formsfrom the gradual decay oforganic matter over time. Agiven soil’s layering is deter-mined by the nature of thedecaying organic matter(e.g., leaves and logs);weather conditions; and theaction of humans, animals,and insects.

2. Explain to your stu-dents that they will be learn-ing some of the basic rulesarchaeologists use to inter-pret the soil of a site. Ask astudent volunteer to place atextbook on your desk (orany other flat surface visibleto the entire class). Have thevolunteer write the currenttime on a slip of paper largeenough to be seen by theclass. Instruct the volunteerto attach the paper to thetextbook using adhesive tape.(If you are using bookswhose covers damage easily,you may wish to have thevolunteer place the paperbetween two pages of thebook, sticking out slightly soas to be visible.)

3. Select four other stu-dent volunteers to repeat les-son step 2. (Make sure stu-dents stack the textbooks ontop of each other. At the endof this process there shouldbe five stacked textbooks withslips of paper taped to orinserted in them.) Ask yourstudents to determine whichtextbook was laid down firstand which textbook was laid

down last. Students shouldconclude that the textbook onthe bottom of the stack waslaid down first while the text-book on the top was laiddown last. Tell your studentsthat they just learned one ofthe most important rules ofan archaeological excavation:The first layer of soil laiddown is usually the last oneto come out.

4. Give each student acopy of Worksheet 2. Tellyour students that they willnow be learning how archae-ologists can date soil layersusing the artifacts and fea-tures they unearth. Ask a stu-dent volunteer to read Rule 2(from Worksheet 2) aloud tothe class. Instruct the volun-teer to unstack the textbooksand remove the attached slipsof paper. Have the volunteerstack two books on top ofeach other. Provide anotherstudent volunteer with a coin,and tell the class to imaginethat the coin has just beenminted. Ask the volunteer torecord the current time onthe chalkboard. Chooseanother student to place theremaining three textbooks onthe stack and place the coinwithin the pages of one ofthese books. Ask the class torelatively date the “layers” ofbooks from the position ofthe coin. (This exercise maybe difficult for some students.

Be sure to emphasize that thecoin provides a referencetime from which to determinewhen the remainder of thebooks were laid down .)Conclude your coverage ofRule 2 by having studentscomplete the questions forDiagram B on the worksheet.

5. Ask a student volunteerto read Rule 3 aloud to theclass. Instruct the volunteerto remove the top two text-books from the stack andplace a notebook on top ofthe three remaining stackedbooks. Have the volunteerwrite the current time on aslip of paper and attach it toor insert it in the notebook aswas done in lesson step 2.Ask the class to relativelydate the layers of booksbelow the notebook.Conclude the activity by having students complete the questions for Diagram Con the worksheet.

Answer key to questions for Diagram B on page 91. 1895 or later2. D and E3. A and B

Answers to questions for Diagram C on page 91. Before the 1920s2. A and B


LESSON PLANStep 2

Rule 1An archaeologist digsdown into the past. Thetop layer of soil is thenewest. The bottomlayer is the oldest.


WORKSHEET 2Layers of the Past

Present

1950s

1920s

1890s

Ground level

Going back into the past

Layer A

Layer B

Layer C

Layer D

Layer E

1860s

Layer A

Layer B

Layer C

Layer D

Layer E

Ground level

1895 coin

Layer A

Layer B

Layer C Layer D

Layer E

1920s tile floor

Ground level

Questions for Diagram C

1. What appears to be thegeneral date of Layers D and E?

2. Which layers are probablynewer than Layer C?

Rule 2When a datable artifact(such as a coin) isfound, the soil layer itwas found in can bedated either after or atthe same date as theartifact. Diagram B

Questions for Diagram B

1. What appears to be thedate of Layer C?

2. Which layers are probablyolder than Layer C?

3. Which layers are probablynewer than Layer C?

Rule 3When a solid, undis-turbed layer (such as atile floor) is found, allthe soil layers below itdate before that layer. Diagram C

Diagram A

ANSWER KEY:

Object 1Television/VCR remote control

Object 2Floppy disk

Object 3Door key

Object 4Fragment of a fork

Object 5Base of a light bulb

Object 6Portion of a cassette tape

Object 7Modular telephone plug

Object 8Prong to an electrical cord

CLAVES PARA LASRESPUESTAS:

Objeto 1Control Remoto deTelevisión-VCR

Objeto 2Disquete de Computadora

Objeto 3Llave de una Puerta

Objeto 4Pedazo de un Tenedor

Objeto 5Base de un Bombillo

Objeto 6Parte de un cassette

Objeto 7Enchufe de un Teléfono

Objeto 8Punta de un Cable Eléctrico

PUZZLE PIECES

Objectives■ Identify how archaelogistsuse typology to interpret artifacts.■ Interpret sample artifacts.

Materials■ Copies of the the Take-Home Page, page 11.■ Pens or pencils.


Procedure1. Ask your students to

imagine that they are expertarchaeologists somewhere farin the future. Tell them thatrecent excavations haveunearthed what appear to beseveral artifacts from the latetwentieth or early twenty-first century. So far, no onehas been able to identify thefunction and purpose of theartifacts. The field drawingsand artifact descriptions havebeen turned over to the fore-most experts (your students)for examination.

2. Give each student acopy of the Take-Home Page.Tell them that they will needto examine their collection ofartifacts (at home, school, ora friend’s house) to deter-mine any similaritiesbetween their artifacts andthose in the field drawings.

(Be sure your students under-stand that the artifact draw-ings depict only pieces oflarger objects, much asarchaeologists might find.)

3. After your studentshave completed the Take-Home Page, ask them whatthey think each artifact is andwhat features of the fielddrawings or descriptions ledthem to their conclusions.(Explain that archaeologistsuse the term typology todescribe the matching ofrecently uncovered artifactswith previously identifiedartifacts.) In some cases youmay find that students maynot have identified all of theartifacts correctly. Providethe correct answers withexplanations as necessary.

4. Conclude the activity bytelling your students thatarchaeologists often use typol-ogy to relatively date artifacts(especially pottery fragments).Stress that this is challengingwork that requires years ofspecialized study. Note thatarchaeologists often only havefragments of artifacts to com-pare with other fragments,which may be thousands ofyears old.


LESSON PLANStep 3

Archaeologists meticulously examine artifacts to learn moreabout the past. (Oahe Reservoir, South Dakota)

Directions: Imagine you are an archaeologist in the future. Because you are an expert on objects from the late

twentieth and early twenty-first centuries, you have been asked to identify several artifacts found in a recent exca-

vation. Compare the sketch of each object to examples you have in your own “collections” at home or at school.

Object 1

Fragment of black plastic object with two

rubber buttons. The writing below the buttons

is difficult to read. The letters “FW” and “RW”

are visible under two of the buttons.

Object 2

Fragment of gray plastic and shiny metal.

Square in shape with movable metal piece near

bottom. Portion of a circular metal piece at the

top of the object.

Object 3

Fragment of highly polished, silvery metal.

Several different notches along the top edge.

Deep groove in side of object.

Object 4

Metal object with two long prongs. The prongs

have sharp points.


TAKE-HOME PAGEPuzzle Pieces

Publication of Art to Zoo ismade possible through thegenerous support of thePacific Mutual Foundation.

To the teacher■ Duplicate this page for students.■ Use with Lesson Plan Step 3.

Description What is it?Object


TAKE-HOME PAGEPuzzle PiecesContinued from page 11

Description What is it?

Object 5

Intact rounded object with grooves and black

ceramic case. Glass fragments attached to

object. Glass fragments may have been part

of a larger glass globe.

Object 6

Plastic spool with a long, thin, brown plastic strip

wound around it. The spool has six notches and a

groove to attach it to the end of the plastic strip.

Object 7

Small, square, clear plastic object. Bendable plas-

tic strip attached to object at one end. Gray cable

with four colored wires (yellow, black, green, and

red) attached to other end of object. Wires visible

as they lead into the square, clear plastic.

Object 8

Small, shiny, metal object with round hole in

the side of one end. Two of these objects were

located near each other.

Object


Objeto 1

Fragmento de un objeto negro en forma de caja

con dos botones de plástico. Aunque es difícil

leer lo que está escrito debajo de los botones,

las letras “FW” y “RW” son legibles.

Objeto 2

Fragmento de plástico gris. Tiene la forma de

un cuadrado con una pieza movible en la parte

de arriba. La pieza movible es de metal y tiene

una ranura.

Objeto 3

Fragmento de metal brillante. En la parte

superior tiene varias protuberancias aserradas.

Una ranura profunda se encuentra al costado

del objeto.

Objeto 4

Objeto de metal con dos largas protuberancias.

Las protuberancias son puntiagudas.

TRABAJO PARA HACER EN FAMILIAPiezas del Rompecabeza

Esta publicación ha sidoposible gracias al generosoaporte de la PacificMutual Foundation.

Al Profesor■ Copie esta página para los alumnos.■ Usela con el tercer pasodel plan de la lección.

Instrucciones: Imagínese que Ud. es un arqueólogo en el futuro. Como Ud. es un experto en objetos de finalesdel siglo veinte y principios del ventiuno, se le ha pedido que identifique varios artefactos hallados en unareciente excavación. Compare los dibujos de cada objeto con las muestras que Ud. tiene en su propia “colec-ción” en su casa y escuela.

Descripción Que es?Objeto


TRABAJO PARA HACER EN FAMILIAPiezas del RompecabezaContinua en la pagina 13

Descripción Que es?

Objeto 5

Objeto redondo con ranuras y una base de cerámi-

ca negra. Fragmentos de vidrio están adheridos a la

base. Los pedazos de vidrio parecen haber sido

parte de un globo de cristal aun mayor.

Objeto 6

Carrete plástico con una cintilla larga y delgada

de color café que lo envuelve. El carrete tiene

seis lados y una ranura que sostiene la cintilla

plástica en su sitio.

Objeto 7

Pequeño objeto rectangular de plástico transpar-

ente. Una banda de plástico flexible sobresale por

uno de los extremos. En el otro extremo hay un

cable gris que contiene cuatro cables mas

pequeños (de color amarillo, negro, verde, y

rojo). Hay cables visibles a traves del rectángulo

plástico transparente.

Objeto 8

Pequeño objeto de metal brillante con un hueco

en la parte de arriba. Dos de estos objetos fueron

encontrados uno cerca del otro.

Objeto

BOOKS, PERIODICALS, ANDTEACHING GUIDES

AnthroNotes, a NationalMuseum of Natural HistoryBulletin for Teachers is published free of charge threetimes a year (fall, winter, andspring). To be added to the mailing list, write to P. AnnKaupp, Anthropology Outreachand Public Information Office,Department of Anthropology,NHB 363, MRC 112,Smithsonian Institution,Washington, D.C. 20560.

Avi-Yonah, Michael. Dig This!:How Archaeologists UncoverOur Past. Minneapolis:Runestone Press, 1993.

Barker, Philip. Techniques ofArchaeological Excavation. NewYork: Universe Books, 1977.

Everything We Know aboutArchaeology for You to Use inYour Classroom, a National ParkService publication for teachers,is available upon request. Sendyour name and address onschool stationery to U.S.Department of the Interior,National Park Service,Archaeological AssistanceProgram, P.O. Box 37127,Washington, D.C. 20013–7127.

Macaulay, David. Motel of theMysteries. Boston: HoughtonMifflin, 1979.

McHargue, Georgess, andMichael Roberts. A Field Guideto Conservation Archaeology inNorth America. New York: J. B.Lippincott Company, 1977.

McIntosh, Jane. The PracticalArchaeologist: How We KnowWhat We Know about the Past.New York: Facts on File, 1986.

Pickering, Robert B. I Can BeAn Archaeologist. Chicago:Children’s Press, 1987.

Renfrew, Colin. Archaeology:Theories, Methods, andPractice. New York: Thamesand Hudson, 1991.

ELECTRONIC RESOURCES

A helpful site for teachers inter-ested in exploring archaeologi-cal resources on the Internet isthe University of Connecticut’sArchNet web site at http://spirit.lib.uconn.edu/ArchNet/ArchNet.html. The site includeseducational resources and infor-mation on current archaeologicalprojects.

Teachers or others interested in pursuing archaeological fieldwork should visit theArchaeological FieldworkServer at http://durendal.cit.cornell.edu/TestPit.html.Included at the site are listingsfor volunteers, paid workers,field schools, and contract jobs.

A fascinating account of therecent discovery of numerousPaleolithic (17,000–20,000 yearsago) cave paintings in southernFrance can be found athttp://www.culture.fr/culture/gvpda-en.htm.

Information on current trends inthe archaeological professioncan be found in The Society forAmerican Archaeology Bulletin,available at http://www.sscf.ucsb.edu/SAABulletin/.

Complete issues of the NationalMuseum of Natural History pub-lication AnthroNotes can befound at the Smithsonian Officeof Elementary and SecondaryEducation’s FTP server atftp://educate.si.edu. Onceyou’re logged onto the server,follow the path pub/publications_for_teachers/anthronotes.

Note: Due to the rapidly evolv-ing nature of the Internet, it ispossible that some of the URLs(uniform resource locators)above may have changed sincepublication.

ACKNOWLEDGMENTS

Cathy CreekSmithsonian InstitutionNational AnthropologicalArchives

James KrakkerNational Museum of Natural History

J. Daniel RogersNational Museum of Natural History

John SteinerSmithsonian InstitutionOffice of Printing andPhotographic Services

Vyrtis ThomasSmithsonian InstitutionNational AnthropologicalArchives

Gus Van BeekNational Museum of Natural History

PHOTOGRAPHS

Smithsonian Institution,National AnthropologicalArchives (River Basin SurveyProject, 1946–1968)

ART TO ZOO

Art to Zoo is a publication of the Office of Elementary and Secondary Education,Smithsonian Institution,Washington, D.C. 20560.

WriterAlan Smigielski

EditorDouglas Casey

TranslatorMyrian M. Padayachee

Design & IllustrationsKarlic Design Associates, LLC

Baltimore, Maryland

Publications DirectorMichelle Knovic Smith

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Decoding the Past: The Work of Archaeologists

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Transcript of Decoding the Past: The Work of Archaeologists