Ancient Teachings in

Archaeology
An Introduction to Archaeology

Lesson 1A 3

What Is Archaeology?

Archaeology is the study of the past through arti

facts, ecofacts, and features.

Arch Activity: The Mystery of the Missing Pages 7

Lesson IB 9

How Is Archaeology Connected to the Present?

The past is connected to the present—and to the

future—through knowledge of the life ways and chal
lenges faced by past people.

Arch Activity: Past Times 12

Lesson IC 13

How Do Archaeologists Find and Study

Archaeological Sites?

Archaeologists survey, excavate, and research

sites.

Arch Activity: Site in a Box 20

Lesson ID 23

Why Do We Preserve and Protect Archaeological

Sites?

Preserving and protecting archaeological sites

provides information for future generations.

Arch Activity: The Importance of the Past 26

Lesson IE 27

Who Is an Archaeologist?

Dr. Thomas A. Poor is an archaeologist.

Lesson 1A—Narrative: What Archaeology is the study of the
Is Archaeology? past through artifacts, ecofacts,
and features.

If you have ever moved from one

home to another, you know that

you and your family left behind
broken toys, outgrown clothing, and

other belongings that you no longer

found useful. Imagine that the next
people who moved into your old house
found the things you left behind. Those
people could then learn something
about you, and your daily life, by
studying the objects you discarded.
They could learn about your tech
nology, or the tools you used. They

could learn how you managed to stay

alive, or subsist, by studying the foods ago, from the far distant past. Recent The excavations at

Pictograph Cave, south

you ate. And they could study your refers to modern times.
of Billings, in the late
shelter, or home, and the protection it Archaeologists search for artifacts.
1930s and early 1940s,
gave you. Artifacts are the objects that people were the beginning of

Scientists today study technology, have made or used. An artifact may be scientific archaeology in

subsistence, and shelter of people from a stone tool of long ago, or broken Montana. Spencer

Lauson, photographer.
the past. This study of the tools, foods, glass from the more recent past.
Courtesy Montana
and homes from former times is called In addition to artifacts, archaeolo Historical Society

archaeology. Archaeology is the gists search for and study ecofacts and Photograph Archives.

process of discovering, interpreting, features. Ecofacts are items from

and preserving the past. The scientist nature that provide clues to the past.
who conducts these studies is called Seeds or animal bones found in a fire
an archaeologist. Archaeologists pit are ecofacts. Features are non-
create stories of the past through movable things that indicate that
careful research. First, they find items humans have been present in a certain
at a specific place. Next they carefully place. An example of a feature is soil
describe those items and may take that is discolored or stained by bacteria
them to a laboratory. In the laboratory, and mold, where a wooden post rotted
the archaeologists study and analyze in the ground. A feature may also be a
the items they have discovered. From place where people spent time, like a
this study and analysis, archaeologists tipi ring or a fire pit. Artifacts, ecofacts,
can then determine a story of the past. and features present definite clues that
The story will tell of the lives, move help an archaeologist re-create the past.
ments, and survival of people, either People left artifacts, ecofacts, and
recent or ancient, and describe their features behind at the sites, or loca
way of life. Ancient means very long tions, where they lived. Ancient

Montana Historical Society Ancient Teachings 1-3

 Montanans did not have homes like an ecofact or feature means. As a
ours. Their homes may have been result, different archaeologists come up
caves, rock overhangs, or structures with different theories about the nature
made of timbers and animal skins. of past life. Future discoveries and
Their homes could be either temporary advancements in research methods
or permanent, depending on whether may challenge our current theories.
food was available. Ancient people did Montanans of long ago were the
not shop at grocery stores. Instead they ancient ancestors of today's American
were nomadic and roamed the land, Indians. The most ancient of Indian
gathering plants and hunting animals. groups on North America are named
Many of these ancient hunters and Paleoindian people. Paleoindians lived
gatherers moved with the changing more than 8,000 years ago. They lived
seasons. The items they left behind in Montana during the end of the last
were eventually buried by soil and Ice Age. Paleoindian artifacts indicate
dust. The discoveries made at ancient that these people hunted some animals
sites provide clues as archaeologists that no longer exist. After the
attempt to understand the past. Paleoindians, the next group of ancient

A Montana archaeologist might people are called Archaic people. They

study and research an ancient camp- lived in Montana between 8,000 to
fire pit for clues to the past. The site 2,000 years ago. Archaic artifacts indi
may contain ecofacts like animal cate that these people made use of
bones and pieces of stone tools. These more plants and animals than
are ordinary items from the lives of Paleoindians did. The most recent
ordinary people. Thrown away or ancestors of today's Indians are the

dropped when they were no longer Late Prehistoric and Protohistoric

useful, and sometimes lost, they are peoples. These groups lived much like

the garbage of the past. Ancient Archaic people, except that they

garbage is called a midden. Middens depended more on the bison to survive.

provide many objects for archaeolo The most recent ancestors of today's

gists to study. Indians introduced the bow and arrow

An archaeologist thoroughly as a weapon, and they later used

researches the information presented horses for transportation and travel.
by artifacts, ecofacts, and features. Archaeology is often very puzzling
Then the scientist creates an idea, or and mysterious. And the intrigue of the
theory, that explains the daily life of past attracts people to the study of
early Montanans. Interpreting an archaeology. Finding missing pieces of
object's use and function may be diffi the past's puzzle—and solving the
cult. Because of this, not all archaeolo mysteries of ancient life—makes being

gists reach the same conclusions about an archaeologist rewarding.

what an artifact was used for or what

] -4 Ancient Teachings Montana Historical Society

Lesson 1A—Vocabulary: What Is Archaeology?

ancestor

ancient

archaeologist

archaeology

Archaic

artifact

ecofact

feature

Late Prehistoric

midden

nomadic

Paleoindian

Protohistoric

recent

shelter

site

Montana Historical Society Ancient Teachings 1-5

Lesson 1A—Vocabulary: What Is Archaeology? (continued)

subsist

technology

theory

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Lesson 1A—Arch Activity: The Mystery of the Missing Pages

Grades: 3-8 Materials:

Time: 30-45 minutes mystery book—30 to 40 pages
Content Area: science, writing, and reading worksheet—12 copies
Who: whole class and small group pencils and coloring tools
Arch Journal

Objective and Outcome factors entered into the re-creation?

•Students will gain an understanding What changes would a group make

of how an archaeologist uses clues to upon hearing the remainder of the
determine the past. book from other groups? How is their
•Students will reconstruct a book by assignment similar to an archaeolo

creating the missing pages. Then they gist's work? Why are they both

will compare their work to that of an mysteries?

archaeologist. 6. Show students the missing

pages and read the missing text.
Activity 7. Share ideas with the class and
1. Select a disposable story book discuss.
(30-40 pages). Tear apart into indi

vidual pages. Divide book into 6 equal Extensions

groups and remove 1 or 2 pages of text 3-5:

from each group. • Research vocabulary.

2. Divide class into 6 equal groups. See: Lesson 1 A—Vocabulary
Instruct each group to choose a writer,
an illustrator, a reader, and a materials 6-8:
manager. The materials manager • Challenge students to read about
hands out book pages in sequence, archaeological sites and to locate them
and I or 2 worksheets to each group. on a map. See: Montana Archaeology
Each person needs at least 1 page. Education Resource Catalog: Student
3. Inform students the book is Reading List
incomplete. Instruct groups to order
the pages chronologically. Each
student then reads his or her page(s)
aloud in the group. The group's task is
to study the available information and
create the missing story on the work
sheet (writer and illustrator). Allow
10-15 minutes.
4. Return to whole class. Each
reader shares his or her group's part of
the story in order, including their re
creation of the missing pages.
5. Discuss: How did each group
determine the missing pages? What

Montana Historical Society Ancient Teachings 1-7

Lesson 1A—Arch Activity:
Student Worksheet for "The Mystery of the Missing Pages"
(2 per 6 groups)

Each group member reads his or her portion of the story aloud. Discuss the missing pages. Determine
the group's plan for the missing pages. Write and illustrate the missing pages. Prepare to share your
ideas with the class.

Missing Page #

l -8 Ancient Teachings Montana Historical Society

Lesson IB—Narrative: How The past is connected to the
Is Archaeology Connected present—and to the future—
to the Present? through knowledge of the lifeways
and challenges faced by past
people.

Try to remember some of the time, covering hundreds of thousands

items that you left behind when of years. Prehistoric archaeologists

your family last moved. Or if you have no written material to assist them
haven't moved recently, imagine what in studying the past. Only artifacts,

you might leave behind if you did ecofacts, features, and sites provide

move. Some objects will tell a lot about clues to prehistoric cultures. Writing

you. Others may be a puzzle for future did not exist in Montana much before
generations to solve. If you wanted to A.D. 1800. All time before that date is
leave specific clues about your life, you our state's prehistory. However,

might write a journal or diary written communication was present in

describing daily events. You might many locations in our country much
leave photographs of family gatherings. earlier. The boundary between historic

When future generations discover and prehistoric time varies from place
these items, they will learn many to place throughout the world.
details of your life. These are the kinds Archaeologists study both historic

of clues that help archaeologists and prehistoric people. In studying

understand your culture. Culture is the historical times, they focus on artifacts,
way a group of people lived together in but they also use written records. In

a particular place for an extended contrast, when studying prehistoric

period of time. Archaeologists study people, they must rely on artifacts

past cultures through their artifacts, without the help of the written word.
features, and sites—and sometimes Sometimes the stories that members of
through written records. a culture passed down over generations
Our culture's ability to communi can help us to understand the distant
cate by writing will tell future archaeol past. These stories are called oral
ogists much about us. Writing was history. But mostly, archaeologists
established a relatively short time ago, must study artifacts to learn about
around 3000 B.C. in the Old World. The prehistory. They study the technology of
use of writing marks the time known prehistoric people. They determine
as history. Reading about historic hunting methods by analyzing ancient
events provides much information to tools found at sites. Other artifacts
study the more recent past. Historical reveal the processes used to gather and
archaeologists use written evidence to prepare food. These objects also help Tools have changed over

help explain the artifacts and mysteries archaeologists learn about the plants time. Technology, or the

tools used, is one charac

of historic cultures. and animals of long ago. And by
teristic archaeologists use
The period of time before writing's studying the remains of prehistoric
to describe a culture.
existence is known as prehistory. humans, archaeologists discover infor Courtesy Kootenai

Prehistory extends over a vast span of mation about diet and past living condi- National Forest.

Montana Historical Society Ancient Teachings 1-9

 tions. They investigate Paieoindian and difficulties of ancient people provides
Archaic shelters to learn how those knowledge for both present and future
prehistoric peoples protected them cultures. When we know about weather

selves from the natural elements. conditions and the availability of food in
The study of prehistoric archae the past, we are better prepared to cope
ology is only about 150 years old. The with food production in the future.
search for understanding the ancient Patterns in the development and decline
past is just beginning. Archaeologists of past civilizations supply knowledge
most frequently find prehistoric arti for current societies, or communities,
facts made of stone. Stone is a material helping them to co-exist.

that is inorganic and non- Archaeologists want to know who

perishable. This means that stone is a the ancient people were, where they

non-living material that can survive for came from, and how they lived.
thousands of years. Other items made Ancient people across the world
of plant or animal matter, like wood, resembled each other, sharing many
leather, fiber, bone, and hair, are traits. Even if they were not our direct
organic and perishable If left ancestors, they may be like them. The
exposed to the elements, they decay information archaeologists gather tells
within a few hundred years. And us where we have been and who we
because organic artifacts often do not are. Archaeology enables us to experi
survive, a prehistoric archaeologist's ence the richness and diversity of past
work can be very challenging. cultures. Learning about ancient

Artifacts are found throughout our people gives us an understanding of

state. The ancient peoples of Montana the present. And it gives us the ability
were nomadic, moving across the land to predict the future. After all, our

in search of food. They did not remain present, and our future, will soon

in one location for any great length of become the past.

time. For this reason, any site that is

undisturbed and contains many prehis
toric artifacts is extremely rare and
valuable for archaeologists.

The environment in which Montana's

early people lived presented them with
many difficulties. They could be injured
or killed while hunting large animals.

Their sources of food varied with the

seasons and climate. And when the
climate changed, they had to alter their
patterns of mobility, or movement.

Their survival depended on their ability

to adapt to the rugged land and its
challenges. People today face similar
problems regarding technology, subsis
tence, and shelter. Understanding the

1-10 Ancient Teachings Montana Historical Society

Lesson 1B—Vocabulary: How Is Archaeology Connected to the Present?

culture

history

inorganic

mobility

non-perishable

oral history

organic

perishable

prehistory

society

Montana Historical Society Ancient Teachings 111

 Lesson 1B—Arch Activity: Past Times

Grades: 3-8 Materials:

Time: 40 minutes (homework) timeline materials:

Content Area: history, math, and writing ruler & construction paper

Who: whole class and individual writing tools

Arch Journal

Objective and Outcome represented?

•Students will apply their past knowl - What is the difference in the

edge to that of the ancient past. range?

•Students will create a personal time - Which year has the most repre

line, with specific guidelines. sentation?

~ What are similarities in the time

Activity lines? Differences?

1. Instruct students in creating a

personal timeline. Give all students Extensions

specific time representations for 3-5:

measurement, example: 2 inches = I • Research vocabulary.

year. Also, give instructions for a hori See.-Lesson IB—Vocabulary

zontal format and size. • Study genealogy and create a

2. Students should place the family tree.

following on their timelines, by year:

~ 5 events from each student's life 6-8:

that are significant • Create a world civilization time

- 1 important historical event that line for a specific century.

has happened during their lifetime • Research the history of writing

~ 2 events from their family's and the invention of the printing press.

history that happened before they

were born
~ 2 events that they predict will
happen to them in the future
You may need to share examples from
your own life. Work on the timelines
may take place in class, or may be a
homework assignment.

3. Place the finished timelines on a

wall or bulletin board. Make sure the
dates are vertically aligned.
4. Complete the following discus
sion activities. Individuals should
record work in their Arch Journals.
- What is the range of dates

1-12 Ancient Teachings Montana Historical Society

Lesson 1C—Narrative: How Archaeologists survey, excavate,
Do Archaeologists Find and and research sites.
Study Archaeological Sites?

Archaeologists work like detec

tives to find clues that help
solve the mysteries of how
past peoples lived. They use a variety of
special methods to find and study
sites, or the places of past human
activity. Precise and accurate research
methods are necessary to expose and
excavate archaeological sites. In

archaeology, excavation means to dig

systematically and carefully to expose,
record, and recover buried artifacts,

ecofacts, and features. Archaeologists

also use special scientific methods to
understand and analyze the things look at the archaeological information A site map is an impor

found at a site. To analyze means to tant part of an archaeo

already known about the area and
logical site form. The
study something critically and objec determine the most likely location for a
numbered points here
tively in order to identify its parts and site. Then they begin the survey by (1-5) represent places

understand how they relate to each walking specific areas in roughly parallel where archaeologists

other. collected artifacts from

straight lines or paths, called transects.
the surface during a
Some sites involve teams of They figure the distance between tran
survey. Courtesy Montana
archaeologists working together. One sects by determining the probability, or Historical Society, Hying
team may find the site, another may chance, of finding prehistoric sites. The O Ranch Archaeological

excavate it, and yet another team will Project-

probability is high along a river or near a
analyze the artifacts. Often an addi spring, and so they space transects in
tional team then writes the report that those areas between 10 to 30 meters
presents the information the other apart. On a steep mountain slope, the
teams have found. The archaeological probability of finding a site is much
process is slow and time-consuming lower, and so there they space transect
work. It may take years to complete a lines 100 to 300 meters apart.
site excavation. The final interpretation Archaeologists use a compass for guid
of what took place at a site may take ance along a transect line.
additional years. Because it takes so As archaeologists walk the tran
much time, archaeological work can sects, they look for artifacts on the
be very expensive. ground or other evidence that prehis
Archaeologists conduct surveys toric people may have used the area. A
across the landscape to find sites. Before common find is a stone tool. It may
starting, archaeologists develop a have been left behind while it was
survey strategy, or research design, being made, or because it was broken
for the area they plan to study. They and no longer useful. Archaeologists

Historical Society Ancient Teachings 1-13

 also carry a tape measure, a ical sites discovered during a survey.

field notebook, and site However, if a site is found during a

forms to record information. survey and it could be harmed by

On the site forms, they write construction, the next step is to deter
down the artifacts they see mine how important it is. A site with
and the location, elevation, artifacts under the ground may be
and size of the site. They significant due to the surrounding
Archaeological excava also record how close the site is to context and because its features are
tion units are square or undisturbed. Buried sites are discov
water, and the vegetation and land
rectangular because
scape at the site. They also sketch a ered by shovel testing. Archaeologists
they are part of a grid.

Archaeologists use
map of the site, and plot it on a United dig, or excavate, a series of small holes
screens during an exca States Geological Survey (U.S.G.S.) with a shovel. Or they may use an
vation to sift the dug auger, a drill used to bore holes in the
topographic map, showing the exact
soil to recover small
location of the site. ground. How deep archaeologists dig
artifacts. 77m Urbaniak.

photographer.
Archaeologists sometimes complete when shovel testing depends on a site
a survey strictly for research purposes, and its artifacts. On the site form,

so that they can understand the reasons archaeologists map all the holes they
past people spent time in a certain loca have excavated. They then place any

tion. Sometimes, private organizations artifacts in bags, with a separate bag

and foundations, such as the National for each hole and sometimes even for
Science Foundation, sponsor research each depth within a hole.
surveys. Other surveys are done when Many sites contain artifacts on
someone plans to develop an area. the surface of the ground only.
Federal land laws require surveys Archaeologists map, and then may
before development can happen, collect, these artifacts. Any collected
because construction activities may artifacts are studied and placed in
harm prehistoric sites. Development museums for future research. A

can include road building, dam museum may also display the artifacts.

construction, timber harvesting, and Archaeological sites buried beneath

many other types of construction. the ground often provide a great deal of

Projects not on federal land that information. Artifacts may show that

are funded by the federal govenment different groups of people, over thou
or projects that require federal permits sands of years, used the site. The
also must be surveyed before construc stratigraphic layers, or stacked levels
tion can begin. Many states have laws of earth and artifacts, furnish a picture

governing state-owned lands that of the technology, or tools, used by a

require archaeological surveys. If a group of people, the foods they ate,

farmer or homebuilder uncovers an how they prepared their foods, and

archaeological site, or if animals which kinds of shelter they lived in.

uproot artifacts on private land, Archaeologists study the patterns

archaeologists may also be asked to presented in each stratum, or layer, to

complete a survey. find similarities and differences in

Those developing a piece of land ancient people over periods of time.

can avoid disturbing most archaeolog For example, imagine a group of

114 Ancient Teachings Montana Historical Society

prehistoric people that camped next to layers of prehistoric occupation- An archaeological exca

the Yellowstone River 5,000 years ago. evidence that two different groups of vation involves many

people working together.

These people cooked bison meat and people lived here at two different
Courtesy Kansas State
left behind a rock-lined fire pit, times. When the archaeologists study Historical Society-
complete with charred bison bones. the strata, or layers, they learn of the
One thousand years pass. Wind, rain events that took place at the site at
and snow, and floods deposit soil over each time. If the artifacts from both
the ancient campsite. This layer of layers were disturbed by a backhoe
earth on top of the former camp is digging a trench for irrigation, the site
sterile—contains no artifacts— would be confusing for archaeologists.
because no one lives there during They would find it difficult to identify
those years. Then another prehistoric the two different sets of activities at the
group camps at the same site. These site, and their dates. Sites that have
ancient people collect plants, and they not been disturbed provide greater
scrape and process animal hides for information about the past than those
clothing. They leave behind a broken that have been disturbed.
mano—a tool for grinding dried When a site excavation is planned,
plants—three broken hide scrapers, a site director is selected before work
and an ancient bone needle. Over the begins. The site director supervises all
next 4,000 years, more soil builds up the work and first prepares an excava
on the campsite. When modern-day tion research design. The design
archaeologists discover and excavate outlines the type of information the
the site, they find two stratigraphic members of the excavation team hope

Historical Society Ancient Teachings 1-15

 to gather and the questions they hope ical information. They record the loca

to answer when studying the site. The tion and depth of each artifact, ecofact,

design also establishes the excavation and feature on a data sheet, and they
techniques and analysis of information label each item with the corresponding

the site director plans to use during the square number. They shake the exca

excavation. Once the design is vated dirt through a screen to capture

complete, several professional archae small artifacts.

ologists may review it to ensure that it The archaeologists make detailed
meets archaeological standards. maps, drawings, notes, and photographs

After the research design has been throughout the stages of the excavation.

aprpoved, the site director selects a Once they complete the excavation, they

team of people to participate in the usually back-fill the site with the dirt that
excavation. They may be students, was excavated. A planned construction

professional archaeologists, or amateurs project can then proceed.

trained in archaeology. The first step for The excavation destroys a site.

the excavation team is to clear all vege Once the artifacts and features are
tation from the site. Then they establish removed from the ground, archaeolo
a grid—based on the Cartesian coor gists can not return to repeat the exca
dinate system on the surface of the vation. Therefore, they must take great
ground. This grid is the team's primary care to accurately record and map all
recording method, helping them information. Future research can be

remember where they found each arti conducted if the data gathered during
fact and feature. Using Metric system the original excavation is precise. If the
measurements, the team sets the grid data is precise, specialists do not even
with a transit—an instrument used to need to see a site to study it! The key
survey horizontal and vertical angles— to site interpretation is the proper

along with measuring tapes and recording of artifacts and features and
wooden stakes. The stakes are placed in their relationships with each other.
the corners of each square of the grid. A site excavation is probably the

The size of each square is often one or least time-consuming task when archae

two meters on a side. Larger squares ologists try to reconstruct the past. They
would provide less specific location must spend months, and even years, of
information. Each square receives a study to analyze and interpret samples

coordinate number for identification. taken from a site. They send artifacts and

Once the grid is set, a site map is drawn plant and animal samples to various

on graph paper, with squares that match specialists for analysis.

those in the grid on the ground. Archaeologists use computers

Then the work of actual excavating extensively. Using statistical data

begins. Archaeologists use shovels, analysis, they can compare new data

trowels, small brooms and brushes, with that from other archaeological

screens, and dustpans to uncover a sites and studies. Archaeologists also

site. They remove dirt slowly from the turn to ethnography—the study of

ground, square by square, and are modern groups of primitive people—

careful not to destroy any archaeolog for clues to past people and their

1-16 Ancient Teachings Montana Historical Society

technology, subsistence, and shelter. dating and absolute dating. Relative
When archaeologists use information dating orders events in relation to
about these cultures to help recon each other, but does not date events to
struct the past, they are making an a specific time. Absolute dating places
ethnographic analogy They may a specific time on artifacts, features,
also experimentally replicate arti and events. There are several methods
facts—that is, try to copy ancient for obtaining results for both types of
tools—in order to better understand dating. (You will find a discussion of
past cultures and how they manufac dating methods in Theme 3, Lesson E).
tured the things they used. The process of archaeology is
Archaeologists have a strong profes complex. It takes a great deal of time
sional ethic, or set of values, that to locate, excavate, analyze, and
requires that they quickly publish the report on a site. Archaeologists are
information they discover during dedicated to preserving and
excavations. Publication in an archae protecting the past through their
ological journal, or a book, makes work. The excavated artifacts may be
current archaeological research avail given to a public museum, or to an
able to everyone. Indian tribe with jurisdiction over a
When archaeologists interpret the site, once the analysis is completed.
events they learn about during their Museums make artifacts available for
analysis of artifacts at a site, they also future research. And in museums,
date the events. They arrange the artifacts may also be placed on
events in the order in which the events display so that visitors can enjoy them
happened. They do this by relative and gain knowledge of the past

Montana Historical Society Ancient Teachings 1-17

Lesson 1C—Vocabulary: How Do Archaeologists Find and Study
Archaeological Sites?

absolute dating

analyze

a user

Cartesian coordinate system

context

data sheets

ethic

ethnographic analogy

ethnography

excavate

experimentally replicated

grid

occupation

probability

relative dating

research design

18 Ancient Teachings Montana Historical Society

Lesson 1C—Vocabulary: How Do Archaeologists Find and Study
Archaeological Sites? (continued)

shovel testing

site director

site lorms

sites

sterile

statistical data analysis

strati graphic layers

stratum/strata

survey strategy

surveys

topographic map

transects

transit

Montana Historical Society Ancient Teachings l -

 Lesson 1C—Arch Activity: Site in a Box

Grades: 3-8 Materials:

Time: 60 minutes+ 4-8 cardboard boxes or plastic

Content Area: science, writing, math, and tubs (2 for each group)

critical thinking Different types of dirt and rocks

Who: individual and small groups "Artifacts": ceramic pieces,

coins, bones, dried foods,

small tools, product labels,

bottles, etc.

Tools: trowels, brushes, tape

measures, small plastic

bags, clipboard, paper, and

pencils

Arch Journals

Objective and Outcome layering. Use 15-20 artifacts per box.

•Students will discover the scientific 3. Mark north, south, east, and
process of archaeological excavation west on each box using stickers.

and develop ideas about past cultures. 4. Draw a line inside each box to
• Students will demonstrate how indicate the surface level. This will be
archaeologists uncover, document, the point from which students will
and analyze artifacts. make their depth measurements.

•Students will describe a culture on the

basis of its artifacts. Activity

1. Divide students into groups

Preparation based on the number of boxes you

Before beginning, do the following: have. Each group will need a site box

1. Choose artifacts to represent and an empty box in which to put their

several modern or historic "cultures." excavated soil and rocks. Instruct

Students may or may not be familiar students to do all writing activities in

with the artifacts. Fragments of an arti their Arch Journal (like a field note

fact such as a dinner plate or machine book).

parts are intriguing for students to 2. First, have students make a map

piece together or figure out how they of the site, showing artifacts where

worked. they appear undisturbed on the

2. Layer the artifacts with dirt and surface. Students should orient the

rocks in each site box created. Some map with north at the top and establish

artifacts should be left partially uncov some kind of scale.

ered on the surface. Leave a layer of 3. Once the surface of the site is

empty soil between each layer of arti mapped, begin excavating the site.

facts. Use different types of soil, like Have students take turns doing the

sand and clay, to provide stratigraphic excavating and data recording. Using

X) Ancient Teachings Montana Historical Society

trowels and brushes, carefully skim off mine which artifacts are related and
and remove the dirt and rocks across a why. (Hint: Artifacts within the same
layer to reveal the artifacts in that layer belong together and to the same

layer. The students should not dig time period.) Based on these conclu
holes that cross into different layers. sions, the students will write a descrip
4. As each artifact is uncovered, it tion of the culture or cultures that left
must be documented before it is the artifacts behind.
removed. Begin by giving each artifact
a number (1F 2, 3, etc.). Then record Extensions

information in the Arch Journal about 3-5:

the artifact in situ, which means as it • Research vocabulary.

appears in place: See: Lesson IC—Vocabulary
Record the depth from the

surface at which the artifact was 6-8:

discovered, using the surface line as a • Challenge students to read an

starting point of zero. Measure in article about an archaeological excava
centimeters. tion. Instruct them to focus on how
~ Note any other artifacts that were archaeologists learned information
found next to it. This establishes a from the artifacts—and what clues
possible relationship between artifacts. archaeologists used to interpret the
- Describe the context of the arti activities and culture of these ancient
fact. Note the soil type or what layer people.
the artifact was found in. Soil changes
resulting in distinct layers, or strata,
usually indicate different periods of
occupation.

5. Once the information about the

location of the artifact is recorded,
remove the artifact. Record informa
tion in the Arch journal that describes
the type of artifact:
- Describe its material, shape, and
genera! characteristics.
- Measure its dimensions

- Draw a picture of the artifact.

6. Place the artifact in a small bag

labeled with the object number and
where it was found. Continue exca
vating.

7. Once all the artifacts have been

recovered and documented, the
analysis of artifacts begins. Students
must decide how each artifact was
made and used. They must also deter

Montana Historical Society Ancient Teachings 1-21

Lesson ID—Narrative: Why Preserving and protecting archae
Do We Preserve and Protect ological sites provides information
Archaeological Sites? for future generations.

Many families record events the year the ancient people consumed
and celebrations with these foods. Archaeologists even

photographs. The photos discover how long a site was inhabited,

show what family members looked like or lived in, by studying context.

through time. If the photos are lost or If a site is disturbed or destroyed

destroyed, the record of the family before archaeologists can make proper
changes. The events remain in records, valuable information is lost. A
people's memories, but the objects site can not be re-created once artifacts
describing those memories—the have been disrupted. Archaeological
photographs—are gone forever. A sites are fragile, non-renewable
future archaeologist would have diffi resources. It is extremely important to

culty interpreting your past if artifacts leave a site as it exists, unless you are
have vanished. prepared professionally to take respon
The same difficulty applies to an sibility for recording it properly.
archaeological site and its record. The If you have ever lost something
position and location in which artifacts special, you know that you felt sad
are found provide clues for an archae about the loss. Archaeologists experi

ologist. If the objects are destroyed or ence the same feeling if a site is

missing, or if the artifacts are disturbed destroyed. Knowledge and under

or mixed up, the archaeologist will find standing of the past—the most impor

it difficult to determine the story of the tant things archaeologists learn from a
site. The place where an artifact was site—are lost forever. Many artifacts
left by prehistoric people, and that are very beautiful and are valued for
position in relationship to other arti their artistic qualities. Some people
facts in the site, is known as context. steal these items from archaeological
Context is vital during archaeological sites and sell them. These pothunters,

research. Context provides solid clues or people who only dig for pretty arti
for site reconstruction. If the context is facts like whole pots, take away our
disturbed, important evidence about chance to gain awareness of the past.
the past is forever lost. Context may be They rob us of our past. Other people
disturbed accidentally or intentionally vandalize sites and destroy them for
by humans, or by natural occurrences. no reason. In addition to vandals and
All pieces of the puzzle are neces pothunters, other circumstances
sary for interpretation and reconstruction threaten archaeological sites. A new
of the past. Context assists archaeolo housing development may disturb an
gists in dating a site, and in determining ancient campsite. Other threats may be
the activities that took place there. construction of shopping malls or oil
Scientists can leam about the plants and and gas pipelines. A farmer tilling a
animals eaten by people of long ago. new field may disturb artifacts.
And they can verity in which season of Progress and growth in our civilization

Montana Historical Society Ancient Teachings 1-23

 Right; Prehistoric artifacts are sometimes bought and sold Wanted
along with other Native American craft items. However, American Indian Artifacts
without their context, artifacts lose their meaning and Whole Collections or single pieces
significance to archaeology.
We Need:
• Beaded pieces
Below: Modern vandals scratched their initials over • Rugs
this ancient rock art in Fergus County. Montana. Acts • Kachina Dolls
of vandalism can destroy archaeological sites. Courtesy • Baskets
Montana State Historic Presenration Office • Jewelry
• Weapons
• Art work
• Pottery
• Arrowheads [—] rn n
• Stone relics
• Old or new
Send Photos or call Steve at

lAuctionS Since 1967

"We sell more Indian items than

anyone in the world!"

threaten archaeological sites daily. We on public lands for future generations.

lose knowledge of the past any time a Archaeological sites and artifacts
site is improperly dug or disturbed. are messengers from the past. If we
Laws are written to preserve and know how to read the messages, arti
protect archaeological sites. The first facts tell us much about people of long
law passed in the United States that ago. The people who lived on a site

protected sites was the Antiquities may have been there hundreds, or
Act of 1906. The Antiquities Act even thousands, of years ago. All
makes it illegal for people to disturb cultures, modern or ancient, contain
archaeological sites on federal public value for our society.

land—land that belongs to the federal The past is our legacy, a gift

govenment—without special permis passed down to us by those who first

sion from the government. The inhabited this land. Our connections
Montana State Antiquities Act, to the past are strong. And all
passed in the 1970s, protects archaeo Montanans deserve an opportunity to

logical and historical sites on state- know about the people who were here

owned property. These laws also allow before us. You are a caretaker, or

the police to arrest pothunters and fine steward, of our heritage, which
them for looting, or illegally taking includes the traces of Montana's early
artifacts away from, sites. These and peoples that lie buried in our land

other federal and state laws protect scape. Protect and preserve the past

and preserve the archaeological past for present and future generations.

1-24 Ancient Teachings Montana Historical Society

Lesson ID—Vocabulary: Why Do We Preserve and Protect Archaeological
Sites?

context

heritage

inhabited

laws

legacy

looting

Montana State Antiquities Act

nonrenewable

public land

steward

vandalism/pothunters

Montana Historical Society Ancient Teachings 1-25

 Lesson 1D—Arch Activity: The Importance of the Past

Grades: 3-8 Materials:

Time: 40 minutes 2 photos of family activities

Content Area: history and writing writing tools

Who: whole class and small group Arch Journals

Some people say [hat a conclusions to the whole class. Ask

photograph is worth a them to explain clues from the picture
thousand words. . . .
that helped identify what that impor
Courtesy K. C. Smith,
Museum of Florida
tance was. Ask the owner of the photo

History, Tallahassee. if the conclusions are correct and to

add information.
5. Pass photos back to the owner.

Instruct each student to answer these

Objective and Outcome questions in their Arch Journal (write
•Students will identify the importance questions on board or overhead):
of their family's past and compare it ~ Why is it important to know
with the archaeological past. about your past?

•Students will write sentences about ~ Why is it important to learn about

the importance of the past. the archaeological past?

- What can we learn by studying

Activity the past?

1. Prior to the activity, instruct ~ What happens if special items

students to bring two photographs from the past are destroyed7

representing an important family event,

for example a family reunion, or a vaca Extensions

tion, or a graduation party. Ask them to 3-5:

think about the picture's significance. • Research vocabulary.

2. Divide the class into groups of See: Lesson ID—Vocabulary

four. Each student is a writer and a • Have students write a story about

presenter. Instruct students to discuss an event or a special object from their

their photos and their importance within past. Place a twist in the story when
the group. Allow up to 10 minutes. the event or object disappears.

3. Instruct students to trade photos

with another group. Make sure all 6-8:

groups have traded. Next, each group • Have students research other
should determine the meaning and cultures. Look for similarities and
significance of the other group's differences between their culture and
pictures. Each member will write the others. Ideas for research include

sentences explaining the importance of types of foods eaten, family organiza

one photo. Allow up to 10 minutes. tion, and types of shelters.

4. Each member then presents the

1-26 Ancient Teachings Montana Historical Society

Lesson IE—Narrative: Who Dr. Thomas A. Foor is an
Is an Archaeologist? archaeologist.

Dr. Thomas A. Foor, Missoula, sites are important to address specific

is an archaeologist. Tom has concerns of how the human world
been involved in archaeolog works. When sites are well preserved
ical fieldwork since 1970, and he even and left undisturbed, they are valu
teaches archaeology. He says, able—and fun—to study. Early sites

"Archaeology is all about the thrill of may represent ways of life for which
discovery." we have no modern comparisons,

Tom has always read books about ways of life that are now extinct! Tom
explorers and adventurers and has hopes to find a complete and intact
been interested in how humans living floor from a prehistoric camp
became as we are today. Human site. It would help him identify
diversity—how and why humans orga different groups who may have lived
nize into groups—presents many within the site.

questions for him. Some of the ques Tom was born in Washington,
tions he asks are: Why aren't we all D.C., and attended elementary and
members of just one society? Why do secondary schools in Montana and
we even live in groups? Why isn't California. He received his Bachelor's
there just one kind of society? Why and Master's degrees from the
isn't there just one way of making a University of Montana. He obtained his
living? doctorate from the University of
He searches for answers to his California, Santa Barbara, and
questions through the "time machine" completed postdoctoral studies at the
of archaeology. Like the explorers he's University of Michigan. In the past,
read about who searched for people in Tom worked as the Montana State
new places, Tom explores people from Archaeologist for the Montana

historic and prehistoric times, using Historical Society, Helena. Today, he is

archaeology to transport him to the a professor of Anthropology at the
past. Archaeology allows him to look University of Montana, where he
at how, why, and under what condi guides archaeological students to do
tions new human societies or commu their best in searching for answers to
nities formed. He uses the artifacts, the questions archaeologists ask.
features, and ecofacts that people left Many instructors inspired Tom
behind to study their lives and answer throughout his schooling. Dee C.
his questions. Taylor, University of Montana, taught
Tom loves both historic and him the importance of being able to
prehistoric archaeology. The most tell others about the excitement of
numerous sites in Montana are archaeology. Albert C. Spaulding,
historic and late prehistoric. The University of California, Santa
cultures studied at most prehistoric Barbara, taught him the significance of
Montana sites show a well-developed clear, logical, goal-oriented thinking,
record of family-based societies. These and concise communication. William

Montana Historical Society Ancient Teachings 1-27

 Duncan Strong, Columbia University, southwestern Montana's Centennial
instructed him in the value of being a Valley, at the Tree Frog site. Tree Frog

good writer. Clyde Coombs, University is a campsite with radiocarbon dates

of Michigan, taught Tom the impor suggesting people lived there some
tance of using concepts that are time in the past 300 years. Artifacts
measurable. discovered at Tree Frog include pieces
Tom's archaeological career of a very distinctive type of pottery,
began with work in the coal lands of arrow points made of volcanic glass
southeastern Montana and north- (mostly from central Idaho), and
central Wyoming. He found and exca historical trade goods like metal tools
vated campsites, rock art sites, quarry and a glass trade bead. The site is
sites, and bison kill sites. He has significant because it was occupied by
worked in locations near Great Falls people who were undergoing changes
and in western Montana. He has in how they defined their social iden

performed surveys and test excava tity. If those changes can be under

tions in Washington and Idaho, stood and interpreted, archaeologists

usually as part of cultural resource are closer to answering their questions

management projects. Tom has about human diversity.

surveyed and excavated several As he studies the past, Tom is

California coastal sites, finding and most intrigued with how Montanans

investigating several large villages were in indirect contact, or maybe

and shell middens. Middens are direct contact, with members of other

ancient garbage sites. societies who lived all over North

Tom has also worked in Western America. He is also amazed at the
Europe, where he unearthed his most ingenuity shown by early Montanans
exciting find. When he was a student in their use of the American bison.
worker in France, he excavated a Since archaeology is all about
small statuette. Only about sixty-five studying past human behavior,

statuettes of the kind he found have archaeologists must look for patterns.

been discovered in Europe, from the They then compare patterns of

east to the west. They all date from behavior that happened repeatedly

about the same time, the Upper and that resulted from similar condi
Paleolithic period. Nobody really tions. They eliminate behavior that

knows what they were used for, but appears to have occurred randomly.

they have many characteristics in Tom believes that the digital computer

common. If nothing else, these stat provides many remarkable and

uettes suggest that people all over measurable tools to help recognize

Europe shared symbolic meanings these patterns. He thinks these tools

long ago. Tom would love to find hold great promise for understanding

another! people of the past.

Tom says that the best and most It is very easy for Tom to get

significant site is always the one he's excited about archaeology. He loves
currently working on. Tom is contin his work. The toughest part of his

uing seventeen years of work in work is giving low grades to students

1-28 Ancient Teachings Montana Historical Society

who do not do very well. He suggests are traveling, playing golf, fishing,
that you study human behavior if you hiking, and swimming. He is also an
are interested in archaeology. A great amateur radio collector. His family
archaeologist must have insights into members are his father, a surgeon,
people and how they behave. Also, and his mother, who works in public

since archaeological data usually relations. His brother works in law

comes from the ground, study dirt. enforcement, and his sister is a nurse.
Sedimentology, the knowledge of how If you are interested in archaeology,
dirt accumulates and erodes, and soil you can contact Tom at:

sciences, which study what happens to

dirt after it accumulates, are both Dr. Thomas A. Foor
basic requirements for an archaeolo Department of Anthropology
gist. After you gain expertise in these University of Montana
areas, you can specialize in other Missoula, Montana 59812
areas including botany, zoology, 406-243-2971
ecology, chemistry, physics, art e-mail: [email protected]
history, or geology. Broad knowledge
in many areas creates the best archae
ologists. Tom Foor is an

When asked what he believes the archaeologist. He

teaches anthro
future holds for archaeology, Tom
pology to students at
responds: "If we want to continue
the University of
doing archaeology, we need to Montana, Missoula.

convince the public that our work is

worthwhile. We must ask questions
the public wants answered. Since tax
dollars pay for most archaeology, we
have to investigate sites most likely to
provide answers to those questions.
We have to spend our valuable money
and time researching sites where we
can accurately reconstruct events. I
think the future is limitless for young,
technically proficient archaeology
students who are excited about people
and human behavior!"
When he's not involved with an
archaeological project, Tom's hobbies

Montana Historical Society Ancient Teachings 1-29