Solution manual for archaeology the science of the human past 4 e mark q sutton

Solution Manual for Archaeology: The Science of the Human Past, 4/E – Mark Q. Sutton

Solution Manual for Archaeology: The Science of the Human Past, 4/E – Mark Q. Sutton

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Conducting Summary

Chapter 5: Conducting Fieldwork

I. Early Bronze Age “Manufactory” site in Jordan

A. Using GIS technology to map massive amounts of artifacts

B. How precise spatial data can assist archaeologists in their analysis of sites

II. Finding Sites

A. Survey

1.research design

B. Accidental discoveries

1. hikers and treasure hunters

a) often unreported

2.1962 discovery of Eastern Woodland shell midden by sailor

C. Highlight 5.1: Discovery of Lascaux Site

D. Project related discoveries

1. Cultural resource management

III. Conducting Archaeological Surveys

1.recording sites

2.development of systematic survey

3.sampling: judgment (nonrandom selected), statistical

4.Mesa Verde fires as an example of topography influencing survey

A. Background studies

1.Ethnographic groups

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2. Historical records

B. Remote sensing

1.GPS and GIS

2. aerial photography

3. Airborne Oceanographic Lidar (ADL), Synthetic Aperture Radar (SAR)

4. underwater remote sensing

C. Highlight 5.2: Ubar: The Atlantis of the Sands

D. Sampling

1.Judgment sample

2.Statistical sample

3.Test pits

E. Recognizing and recording sites

1.Surface finds, sketch maps, trinomial system (naming sites)

IV. Excavating Sites

A. Mapping

1. triangulation, provenience, site datum

B. Deciding where to dig

1. testing, surface collecting

2. geophysical survey: magnetometer, ground-penetrating radar

C. Digging

1.auger probes, shovel-tests, trenches, levels

2. Cherokee site excavation example

D. Recovering and cataloguing data

1.screening, lab processing

E. Working with specialists

1.geology, anthropology, geomorphology, biology, zoology, botany, etc.

V. Practical Aspects of Fieldwork

A. Funding and staffing

1. public works

2.private funding, e.g. grants and field schools

3.composition and training of field crews

4. equipment and security concerns at the field sites

B. Curation

1. challenges to curation: financial, practical and technological

C. Occupational hazards in archaeology

1. accidental injuries, injuries/illness from poor planning

2. infectious agents: fungus, hantavirus, rabies

3. exposure to chemicals

4. nonhazard: The Mummy’s Curse

VI. Ethics in Archaeological Fieldwork

A. Basic scientific ethics: objectivity and honesty, engage in best practices

B. Highlight 5.3: Scandal: Planting Artifacts in Japan

C. Legal issues

1.work permits: in and outside of the United States

2.special permissions: e.g. on private land, burials, NAGPRA concerns, abandoned

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3.federal laws and statutes

4.Shipwreck Act

5.National Historic Preservation Act

6.Native American Graves Repatriation Act

D. Humanistic issues

1. consultation with contemporary peoples, especially descendants connected to archaeological materials

E. Professional obligations

1. presentation of data

2. make materials accessible

VII. Chapter Summary

Key Concepts

Block Excavation A large excavation unit (2 to 10 square meters or larger) designed to expose a large area in a site.

Curation The process of preparing archaeological materials for permanent storage, and the storage of that material.

Datum The point from which measurements are taken for mapping.

Geophysical Survey A group of noninvasive and nondestructive techniques to discover buried features within sites, such as walls, trenches, floors, pits, burials, and hearths.

Ground-Penetrating Radar (GPR) A mapping method in which an active radar signal is beamed into the ground, reflecting off materials in the soil and returning a signal to the instrument to show subsurface features.

In Situ A Latin term meaning “found in place” commonly applied to items discovered in place during an excavation.

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Judgment Sample A sample in which the choice of the sample unit is based on choice.

Provenience The location of an item in an archaeological site based on measurements taken from a datum.

Remote Sensing A group of techniques, from aerial photography to space-based laser imagining and mapping, that permit the detection of relatively large-scale phenomena unobserved or unnoticed by the human eye in a nondestructive manner from above the ground.

Screening The use of wire mesh to separate soils from objects in archaeological excavations so that artifacts and ecofacts can be discovered.

Standard Excavation Unit Regular excavation units (1 to 2 meters square) used in the excavation of a site.

Statistical Sample A sample in which each sample unit has the same mathematical chance of being chosen as any other.

Surface Collection The collections of materials lying on the surface of a site.

Test-Level Excavation Small-scale excavations designed to determine the content, extent, and integrity of a site.

Trench A ditch from one to several meters wide and as long as necessary, dug for excavation.

Learning Objectives

The student should be able to:

1. Discuss how archaeologists find and record sites

2. Define the methods of archaeological survey, including geophysical, remote sensing, sampling, and site recording

3. Be familiar with methods of excavation, including: mapping, digging, and cataloguing

4. Discuss practical aspects of archaeological fieldwork

5. Explore ethical issues that arise within archaeological fieldwork, both legal and humanistic

6. Be familiar with professional obligations of the archaeologist

Lecture Suggestions

1. Elaborate on the specifics of archaeological survey.

2. Elaborate on the specifics of excavation, including how varied the experience can be (e.g. from pickaxe to dental pick). This is also a good opportunity for instructors to talk about your own field experiences and share photos of your own sites.

3. Discuss the practical differences between academic and CRM, especially in terms of staffing, curation, funding, and sharing of data.

4. Use personal experiences to illustrate ethical issues. The instructor can also go to the American Anthropological Association website and view sample ethics examples and answers and have students discuss the examples and compare their responses to the responses given by professionals.

5. A “current events” ethics discussion can focus students’ attention on why ethics are so important. For example, discuss “collecting” vs. archaeology and the traffic in antiquities vs. archaeological responsibilities.

Discussion Topics and/or Project Ideas

1. Have students map an area (e.g. a quad) outside of the classroom, using the tools they would have at an archaeological site.

2. “Mock Excavation”: Instructor constructs a site with buried artifacts, and students map, excavate, and map the site again.

3. Students should watch a show like “Antiques Roadshow” or “American Pickers” with an eye toward the traffic in antiquities. Have a discussion with the students including questions such as the following: What sort of impact (positive or negative) can that show have on cultural resources, and the public’s attitude toward them? They can check out further information on the show and its policies about antiquities at http://www.pbs.org.

4. Go on EBay (www.ebay.com) and search for “antiquities.” What do you find? How are they described by their sellers? Is there a statement about the selling of antiquities from EBay management?

5. Have students plan a hypothetical archaeological dig, figuring out staffing, equipment, time, and budget needs. One way to do this is to take an actual project with which the instructor is familiar and give the students some basic parameters. Students should work in groups and present their ideas.

Supplementary Resources

1. See some discussion of the trafficking in antiquities on the Internet at www.saa.org: Karen O. Bruhns’s “www.plunderedpast.com” is at http://www.saa.org/publications/saabulletin/182/saa11.html, and Alex W. Barker’s report from the Ethics committee, “Ethics, E-Commerce, and the Future of the Past,” is at http://www.saa.org/publications/saabulletin/18-1/saa13.html.

2. Cultural Resource Laws and Practice: An Introductory Guide by Thomas F. King (Alta Mira 1998).

3. Digging up the Past: An Introduction to Archaeological Excavation by John Collis (Sutton Publishing 2001) is a thorough manual for the beginning archaeologist, detailing everything from appropriate clothing choices to data recovery strategies.

4. Excavation (Cambridge Manuals in Archaeology, Cambridge University Press 2001), by Steve Roskams includes a discussion of the theory of excavation, and the future of the practice, along with accounts of contemporary techniques.

5. Raising the Mammoth (Artisan Entertainment 2001), has a small section on the use of remote sensing technology to find the mammoth.

6. Adventures in Fugawiland by T. Douglas Price and Anne Birgitte Gebauer (McGraw-Hill) is a computer simulation in archaeology that can be used in the classroom as an example or assigned to students to do outside of the classroom

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CHAPTER IX.

‘ .’

B slow degrees Beatrix arrived at an understanding of her position. People in Little Yafford believed her guilty of her father’s murder. The idea was horrible, and she would have fled, but pride came to her rescue, and she stayed, defying all the slanderous tongues and cold cruel eyes in the village, from the judicial discourse and pale gray orbs of Miss Coyle, to the lively comments and little red-brown ratlike optics of Mr. Tudway. She met cold looks and averted heads at the church door, where she had been wont to find herself saluted with nods and becks, and a world of sympathy and friendliness. Now and then she encountered a startling glance, as of wonder that she should dare to enter the church. Even Mrs. Dulcimer was cold, and seemed embarrassed by Beatrix’s presence, though affecting all the old cordiality. But the Vicar was full of kindness, and tried to make up for everybody else’s cruelty. His charity was not of the officious kind which forces itself upon people who do not want it, but it was that stronger and wider charity which is inexhaustible for those who do. He had let Beatrix come and go as she pleased hitherto, and had never pressed her to remain. Now he took her under his wing, brought her from the Water House to the Vicarage on his arm, and let the whole village see that he was not ashamed of his ward.

‘Mr. Dulcimer always cared too much for the fleshpots of Egypt,’ said Mrs. Coyle. ‘Miss Harefield’s money blinds him to her character. A sad thing to see a minister of the gospel so devoted to worldly things.’

One day, stung by the disapproving look of a face that passed her in the village street, Beatrix made a sudden appeal to Miss Scales.

‘What does it all mean?’ she asked, in an agitated voice. ‘Why do these people give me such horrible looks—or pretend not to see me? I don’t want their friendship. They are nothing in the world to

me. But I can’t endure to live in an atmosphere of dislike. What does it mean?’

‘My dear Beatrix, I had rather you did not ask me,’ Miss Scales answered, stiffly.

Her manner had been gaining stiffness ever since her return from Devonshire. A deeply bordered letter had come to announce the aunt’s death, and a week after there had come another letter in a blue envelope, from a local solicitor who had drawn the old lady’s will, to inform Miss Scales that her aunt had appointed her sole executrix and residuary legatee. There was a legacy to the faithful old servant—a little sum in consols to provide for puss and pug— ancient favourites who had quarrelled daily for the last fifteen years —and all the rest went to Miss Scales. She was now a lady of property like her pupil, with an unencumbered estate of nearly two hundred a year.

‘It would have been quite two hundred,’ said Miss Scales, ‘if it hadn’t been for the money in consols left to Martha. I think my aunt might have left me to provide for Martha and Floss and Fido. I should have taken care they never wanted anything.’

‘Perhaps they would rather be able to take care of themselves,’ Beatrix had replied, a speech which was not agreeable to Miss Scales.

‘But I must ask you,’ said Beatrix, as she drove her pony carriage up the moorland road. ‘Whom else can I ask? Have I so many friends ready to give me information? You must answer me.’

‘I do not recognise any obligation to do so unless I choose, Beatrix,’ Miss Scales replied, severely. ‘The question you put is a very painful one. I cannot deny that there is an unpleasant feeling about you in people’s minds. Your purchasing laudanum at different shops—forgive me if I say in an underhand and crafty manner——’

‘They would not have given me enough at one shop,’ interrupted Beatrix, ‘and I was almost mad for want of sleep.’

‘My dear, I am not finding fault with you. God forbid that I should judge you. But, altogether, the circumstance was most unfortunate,

and it has had a painful effect upon people’s minds. I am not sure, Beatrix, that it would not be well for you to leave Little Yafford.’

‘What! run away from these people because they are cruel enough to believe this hideous thing?’ cried Beatrix, passionately. ‘No, that is a thing I will never do. I will live here till my hair is gray, rather than let them think their false judgment has driven me away.’

‘Well, Beatrix, I am very sorry,’ said Miss Scales. ‘I think a tour in Switzerland—or a residence in Hanover—where you might acquire the German language with the best accent—would be good for you in every way And, perhaps, before you came back something would transpire to convince people they had misjudged you. However, you must do as you please, of course. I have no authority. Mr. Dulcimer is your guardian. So long as he is satisfied I cannot complain. And now, my dear, with regard to myself, I have been wishing to mention it for some time, but I did not like to say anything while your papa’s death was so recent. I am going to leave you, and settle in Devonshire.’

Beatrix was petrified. She had considered Miss Scales as much a fixture as the old eight-day clock in the hall—nay, as the Water House itself, or as the massive old bridge with its single arch, which had spanned the river ever since the time of the Romans. Miss Scales was tiresome, and given to much preaching, and to the use of Johnsonian locutions, without the correctness of Johnson. She easily degenerated into a nuisance, but Beatrix was used to her, and regarded her as a part of life. Such fondness as grows out of time and custom, Beatrix had for Miss Scales, though not the affection that springs from merit and sweetness in the object of it. That Miss Scales could wish to remove herself permanently from the Water House was of all things most startling. It was as if the cedar on the lawn had uprooted itself and walked away to shade some other garden.

‘Leave me!’ cried Beatrix, pale with surprise. ‘You can’t really mean it.’

‘Indeed, my dear, I do. My dearest aunt Judson has left me a nice little independence—and at my age you would hardly expect a

person to go on working.’

‘There need be no work,’ said Beatrix, eagerly. ‘I need not trouble you any more with my studies. I can read to myself instead of to you. It will make no difference. You can have all your mornings free.’

‘You cannot suppose that, so long as I remained with you, I could neglect the improvement of your mind, Beatrix,’ severely exclaimed Miss Scales, fully believing in her own style of grinding—quite forty years behind the spirit of the age—as an improving process. ‘No, my dear, that is not the consideration. I want to live in my own house. Dear aunt Judson has left me a bijou cottage at Exmouth, and all her beautiful furniture, and I feel it a duty I owe to myself, after all these years of scholastic toil, to settle down. I shall be on the spot to see after Floss and Fido, whom I should not like to leave to the care of a hireling, however well provided for.’

This was a stray javelin flung at the faithful servant, to whom Mrs. Judson had left five hundred pounds in consols.

‘Oh, very well, Miss Scales, if you like Floss and Fido better than me,’ said Beatrix, proudly, giving the reins a little shake that sent Puck into a canter.

‘Beatrix, are you trying to murder me?’ cried the terrified Miss Scales. ‘Stop that pony this instant, or I’ll take the reins out of your hands.’

‘If you do that we shall certainly be in the ditch. There, Puck is quiet enough now.’

‘As to my liking Floss and Fido better than you,’ pursued Miss Scales with her judicial air, when Puck had resumed his accustomed trot, ‘that is a very unfair way of putting it. I have my own happiness to consider.’

‘Yes,’ said Beatrix, ‘that seems the first consideration with everybody.’

‘If we cannot discuss this question without temper, Beatrix——’ remonstrated Miss Scales.

‘We cannot. At least, I cannot,’ answered Beatrix, quickly ‘You have lived with me ever since I can remember. Yes, one of the first things I can remember is standing at your knee on a hot summer morning droning over a selection of the psalms, in words of one syllable. That psalm about the wicked man and a green bay tree, for instance. I never see a bay tree without remembering how hard it was to learn to read. You have lived with me ever since I was in my cradle, and yet you talk of leaving me as coolly as if it were nothing to you.’

‘My dear Beatrix, the parting will be very painful to me; but it would be more painful to remain.’

‘Why?’ asked Beatrix, fiercely.

‘Because I could not bear to see people look coldly upon you. I could not live in a house under such a cloud as that which overshadows your house.’

‘I see,’ cried Beatrix, her face hardening. ‘You believe what these people believe.’

‘I have not said that.’

‘No, you would not dare to say it. But you are wicked enough to think it—you who have known me all my life. This ends everything between us.’

‘I should think so,’ said Miss Scales. ‘I shall pack my trunks tonight, and leave Little Yafford the first thing to-morrow morning.’

‘It will be best so,’ replied Beatrix, and she turned Puck with a suddenness that swung the chaise round in a manner to make Miss Scales a second time in fear of her life.

Beatrix drove home in silence, went straight to her own room, and shut herself in there. Her own maid, Mary, carried her up some tea, and she sent a message to Miss Scales excusing herself from going down to dinner on the ground of a headache. Had she said a heartache it would have been the truth.

Miss Scales ate her dinner in sullen state, meditating her life of independence with Floss and Fido. She asked Peacock to order a fly