Archaeology,
The Study of Human Cultures
 

Introduction to the WebQuest:

Archaeology is the study of human cultures through the recovery, documentation, and analysis of cultural and environmental data. Archaeologists study ancient people by analyzing their artifacts, things left behind.

Tool-making has always been an identifying characteristic of "humans". Tools, and advances in tools, provide archaeologists with important data.

WebQuest Tasks
 
 

Task 1: Archaeological Periods

Christian J. Thomsen created the "three-age" system in 1819 as a way for displaying artifacts for the Museum of Northern Antiquities (Denmark). He related the classification of artifacts to technology, according to the materials in which they were made. These three "ages" were stone age, bronze age, and iron age.

Jens Jacob Asmussen Worsaae (generally acknowledged as the first true professional archaeologist) succeeded Thomsen at the museum. His field work lead to what is called the Law of Association, which states "objects placed in a grave as part of a burial generally consist of things in use at the time of interment".

Sir John Lubbock later subdivided the Stone Age into Paleolithic (old stone age) and Neolighic (new stone age) periods. The Mesolithic (middle stone age) period became recognized in the late ninetheenth century, completing the system commonly used today.

  • Palaeolithic Period (old stone age) - characterized by the emergence of primitive man and the manufacture of unpolished chipped stone tools - about 3 million years ago until about 12,000 BC.
     
    • Lower Palaeolithic - Began 3 million years ago and ended about 70,000 BC with the emergence of Neanderthal Man.
       
    • Middle Palaeolithic - Lasted between 70,000 and 40,000 BC
       
    • Upper Palaeoilithic - Began about 40,000 BC and ended around 12,000 BC with the emergence of Modern Man

     
  • Mesolithic Period (middle stone age) - characterized by the first appearance of small flint tools which were part of a composite weapon, such as a projectile point or knife blade - from 12,000 BC to 3,000 BC.
     
  • Neolothic Period (new stone age) - characterized by primitive crop growing and stock rearing and the use of polished stone and flint tools and weapons - from 3,000 BC to 2,000 BC.
     
  • Bronze Age - characterized by weapons and tools made of bronze and widespread trading - from 2,000 BC to 500 BC.
     
  • Iron Age - characterized by the rapid spread of iron tools and weapons - from 500 BC.
     
  • Historical Periods - characterized by written records of historical events.

This task introduces the distinctions between the archaeological periods.
Answer the questions related to each link below.

Part A: Paleolithic period

  1. The Paleolithic period began with the introduction of what?
     
  2. The Paleolithic period ended with the introduction of what?
     
  3. What tools represent the Lower Paleolithic period?
     
  4. What tools represent the Middle Paleolithic period?
     
  5. How many years ago did the Upper Paleolithic period end?
Part B: Mesolithic period
  1. What environmental condition caused some areas of the Earth to have a Mesolithic period lasting millennia?
     
  2. What wooden objects have been preserved at some mesolithic sites?
Part C: Neolithic period
  1. The Neolithic period begins with the start of what?
     
  2. The Neolithic period ends with the widespread use of what type of tools?
Part D: Hunter-gatherer Economy
  1. The hunter-gatherer economy was used by all human societies between what two archaeological periods?
     
  2. Very few hunter-gatherer groups exist today, but those that do usually live where?
     
  3. Cultivated land is capable of sustaning population densities how many time greater than uncultivated land?
     
  4. What are the typical roles of men and women in hunter-gatherer societies?
     
  5. What is freeganism?
 

Task 2: Human Migration

Human migration denotes any movement of groups of people from one locality to another. Over the course of prehistoric time and in history, humans have been known to make large migrations.

The people who migrate are called migrants, emigrants, immigrants, or settlers, depending on historical setting and perspective.

This task introduces some historical migrations and migration theories.
Answer the questions related to each link below.

Part A: Human migration

  1. If it is assumed that Homo sapiens first occured in Africa, where did they first migrate to?
     
  2. What was the last "continent" on Earth into which man migrated?
     
  3. What do Western historians call the migrations that separated Antiquity from the Middle Ages in Europe?
     
  4. What group of people have proven to the most successful in the art of "navigation?
Part B: Models of Migration to the New World
  1. What are the names of the two basic theories about how people first entered the "New World"?
     
  2. How did people cross from Siberia to Alaska?
     
  3. Between 50,000 and 10,000 years ago ocean levels were how many feet lower than today?
     
  4. The Long Chronology theory involves "coastal migrations". What are the two basic costal migration theories?
     
  5. How does how people came to Austrailia fit into theories about how people came to the New World?
     
  6. According to the Pacific Coastal Model, which "America" was reached first?
 

Task 3: Tool-Making

The word arrowhead implies direct association to bow-and-arrow hunting. Bow-and-arrow technology did not occur until quite late in North American prehistory. In fact, most "arrowheads" were actually used as spear or dart points. Archaeologists have adopted the more generalized term, projectile point, which applies to all forms of chipped stone projectile tips.

Typically, spear and dart points are larger, heavier, and more rugged in structure than arrow points. Spears were propelled by a javelin-like throw, while darts were hurled with the aid of an atlatl. The atlatl, a handle-like device that served as an extension to the arm, represented a technological advancement over the hand-thrown spear.

Arrow points are typically smaller, thinner and better adapted for use with lighter, string-propelled shafts. Their small size and light weight helped to streamline the arrow and increase the accuracy of its trajectory.

Most projectile points were made from flakes of chert that were struck off a core (1) with a stone or antler hammer (2).

The blank flake was then shaped by pressure flaking (3), a high precision flaking technique which employed a hand-held punching tool made of bone, antler or wood. The end of the punch was placed at the desired point along the edge of the tool and pressure was applied; then, with a quick sidewards snapping motion a flake was detached from the bottom side of the flake.

Once formed, the point was sharpened using the marginal retouch technique (4) whereby a series of tiny pressure flakes was removed along the blade margins to create more acute or serrated edges.

This task introduces lithic analysis, the analysis of stone tools using scientific techniques.
Answer the questions related to each link below.

Part A: Ground Stone Tools

  1. Why were ground stone tools usually made from macrocrystalline igneous stones?
     
  2. Some ground stone tools were incidental. What does that mean?
     
  3. How were ground stone tools manufactured?
 
Part B: Chipped Stone Tools
  1. The use of a "hammerstone" to remove "flakes" from a lump of tool stone is called what?
     
  2. What are flakes of regular size called that are at least twice as long as they are broad?
     
  3. What is a bifacial tool?
     
  4. What is a unifacial tool?
 
Part C: Obsidian
  1. Obsidian can sustain a cutting edge that is how thick?
     
  2. How was obsidian widely distributed throoughout Mesoamerica?
     
  3. Obsidian's importance to Mesoamerican societies has been compared to the value and importance of what modern substance?
     
  4. What was the color of the prestigious Teotihuacan obsidian?
     
  5. Obsidian blades were produced by pressure flaking. What process was used to produce obsidian figurines, beads, and ornaments?
     
  6. Chemical analysis reveals that obsidian is a volcanic glass with a distinctive "fingerprint" that can identify each specific source. What makes up this source "fingerprint"?

 
Projectile Points, By Cultural Periods
 

Task 4: Paleo-American Period (14,000 - 9,000 B.P.) (Before Present)

Projectile points in North America date to about 14,000 years B.P. These "Paleo-Americans" made high quality stone tools. Their projectile points had symmetrical, lanceolate (leaf-shaped) blades that required a high degree of flintknapping skill to produce.

Clovis points range in size from one to five inches in length and have been found in association with mammoth remains.

Folsom points are typically smaller and broader. They ocur later and have been fond with remains of extinct bison.

Fluted Paleo-American Points
Non-fluted Paleo-American Points

This task introduces some early cultures and their projectile points.
Answer the questions related to each link below.

Part A: Paleo-Indians

  1. To what group of peoples does the term Paleo-Indians refer to?
     
  2. What does the prefix "paleo" mean?
     
  3. What does the word "paleolithic" mean?
     
  4. What hunting weapons were used by Paleo-Indians?
     
  5. Paleo-Indians travelled in groups of how many people?

Part B: The Clovis Culture

  1. What is the Clovis culture named for?
     
  2. Where have Clovis sites been found?
     
  3. Describe the distinctively-shaped Clovis projectile point?
     
  4. How do we know that the Clovis people hunted mammoths?

 

Task 5: Archaic-American Period (10,000 - 3,000 B.P.)

Ice Age mammals, such as the mammoth and mastodon, died out about 8,000 years ago. Hunters of the Archaic Period relied on smaller herd animals such as bison, deer, and elk that were better adapted to the changing environment. The people were forced to supplement their diet with locally available plants, coming to be called "hunter-gatherers".

New tools, such as the atlatl, ground-stone axes, and grinding slabs and stones mark the Archaic Period. Although the projectile points were still well made, they exhibit a noticeable decline in the level of skill required to produce them when compared to points of the Paleo-American period. Fine patterned flaking was abandoned as styles became more numerous and varied. Projectile points of the early Archaic period, such as the Dalton point, are medium to large in size. The smaller side-notched points were almost certainly dart points.

Pictographs dated to about 7000 B.P. show atlatls with boat stones or banner stones. Theories about the function of these stones range from functioning as balance weight, sound silencers, or performance enhancers, to charmstones used to bring luck to the hunter.

Toward the end of the Archaic period the climate stabilized, becoming much like it is today. The once nomadic groups were learning to exploit their environment and becoming semi-sedentary in their lifestyle.

This task introduces key characteristics of the Archaic period.
Use this Archaic period webpage to answer the following questions.

  1. Describe the major environmental event associated with the Early Archaic Period.
     
  2. What evidence is used to support the idea that the Early Archaic culture consisted of an increasing poplation that traded resources?
     
  3. The Middle Archaic period in the Southeast is marked by what cultural change?
     
  4. What strategy of resource exploitation was used during the Middle Archaic period?
     
  5. What strategy of resource exploitation was used during the Late Archaic period?
 

Task 6: Woodland-American Period (3,000 - 1,300 B.P.)

Mound building and improved pottery technology mark the beginning of the Woodland period. Copper was discovered in the Great Lakes area and widely traded in the form of projectile points, awls, and crescent-shaped knives of hammered copper. These items were highly valued during this period because of their rarity. The tremendous amount of work involved to create metal tools meant that traditional tools made of chipped stone, ground stone, and bone continued to be used in great numbers.

This task introduces key characteristics of the Woodland period.
Use this Woodland period webpage to answer the following questions.

  1. What was the major technological advancement during the Woodland period?
     
  2. What caused many of the nomadic tribes to begin using permanent villages?
     
  3. What area was covered by the trade network developed during the Middle Woodland period?
     
  4. What three food crops were called the "Three Sisters"?
 

Task 7: Mississippian-American Period (1,300 - 400 B.P.)

The Avonlea point is an example of the first true "arrowhead", marking the introduction of bow-and-arrow technology. These points are small to medium-sized, triangular with small side notches, and a straight or concave base. They are made from small, thin flakes and usually show a high level of craftmanship.

Virtually all prehistoric arrows that have been found in North America (mostly in dry caves and rock shelters of the Southwest) are made of cane, fitted with a short foreshaft of hardwood notched for the arrow point. These cane shafts are extremely light, which explains why such light-weight stone or petal points were attached to them.

This task introduces key characteristics of the Mississippian period.
Use this Mississippian culture webpage to answer the following questions.

  1. What structures are representative of the Mississippian culture?
     
  2. For what is the Mississippian culture named?
     
  3. Contact with what group of people is thought to have brought the Mississippian "Stage" to a close?
     
  4. What was usually constructed atop Mississippian mounds?
     
  5. What was used as tempering agents in Mississippian ceramics?
     
  6. What type of lifeway was abandoned during the Early Mississippian period?
     
  7. What type of "government" was formed during the Middle Mississippian period?
     
  8. The Late Mississippian period is characterized by what three things?
     
  9. Who lead the Spaniards who made the first full contact with the Mississippians?
     
  10. What did contact with Europeans indirectly do that changed the Mississippian culture?
 

Task 8: The Spiro Mounds

This task introduces the Spiro Mounds.
Use this Spiro Mounds webpage to answer the following questions.

  1. What culture built the Spiro Mounds?
     
  2. What states were the other three regional mound centers tied with Spiro located in?
     
  3. The mounds at Spiro were built between what years?
     
  4. Why is the Spiro Mounds site world renowned?
     
  5. Joseph Thoburn did the first known dig at the site. In what year did this occur?
     
  6. In what year were commercial diggers acquire the lease for Craig Mound?
     
  7. In what year did the Oklahoma Legislature finally shut down the Pocola Mining Company?
     
  8. In what year did the University of Oklahoma begin scientific excavation of Craig Mound?
     
  9. What world event ended excavations?
     
  10. How many pounds of shell beads are estimated to have been removed from Craig Mound?
     
  11. How many examples of engraved shell artifacts are recorded from Craig Mound?
     
  12. Why was finding so many artifacts made of "organic" materials at the site so special?
     
  13. In what years were the last scientific digs done at the site?
     
  14. In what year was the Spiro Mounds Group listed on the National Register of Historic Places?
 

Task 9: Historic-American Period (400 - 170 B.P.)

Stone tools continued to be made and used by Native Americans right up to the nineteenth century. However at the time of European contact in the late seventeenth century chipped stone points were supplemented by small metal points cut from sheets of trade metal and copper kettles. Metal arrow points were lighter, more durable, and easy to make.

The last of the Amerian Indian Wars took place between 1860 and 1890. By this time firearms and metal weapons were common among Native Americans. For the most part, any arrows that were used were metal tipped.

Click on the map to see the areas occupied by each tribe, location of army forts, and major battles.


This picture of Gerinemo (far right) and three Apache braves was taken some time before his surrender in 1886.

This task introduce some significant events that have happened during the "Historic-American Period". Answer the questions related to each link below.

Part A: The Five Civilized Tribes

  1. Name the five civilized tribes.
     
  2. Why were these five tribes called "civilized"?
     
  3. In what year did the "Trail of Tears" take place?
     
  4. Which two civilized tribes fought on the Confederate side during the American Civil War?
     
  5. Which of the five tribes fought a civil war within their own nation over whether to support the Union or the Confederacy?
     
  6. In what year was the Cherokee Strip opened up to white settlement by the "Great Land Run"?
Part B: United States Treaties
  1. The Treaty of Fort Pitt was the first treaty signed by the United States of America and Native Americans. What did the Treaty of Fort Pitt do?
     
  2. Lands from what current state were ceded to the U.S. by the Treaty of Fort McIntosh?
     
  3. Why did the Treaty of Hopewell cause the Cherokees to coin the phrase "Talking Leaves"?
     
  4. The Treaty of Fort Finney was between the U.S. and what Native American tribe?
     
  5. What war did the Treaty of Greenville put an end to?
     
  6. Where did the Treaty of Fort Industry set the western boundary of the United States?
     
  7. Large areas of what current states were ceded to the U.S. by the Treaty of Detroit?
     
  8. How many acres of land in Alabama and Georgia were ceded to the U.S. by the Treaty of Fort Jackson?
     
  9. The Treaty of Dancing Rabbit Creek was the first of what type of treaty?
     
  10. What land was ceded to the U.S. by the Creek nation by the Treaty of Cusseta?
     
  11. The end result of the Treaty of new Echota is today known as the "Trail of Tears". What Native American Tribe was involved with this treaty?
Part C: Indian Removal Act of 1830
  1. Which President of the United States signed the Indian Removal Act on May 28, 1830?
     
  2. The Removal Act did not actually order the removal of any native Americans. What did it authorize?
     
  3. Why did "southern" states support the Removal Act so strongly?
 

Conclusion to the WebQuest #1:

Most of our scientific knowledge about the peoples that have lived in North America has come by excavation of sites where they once lived. This involves not only their cities and homes, but their burial sites and religious structures as well.

Both the Federal Government and the State of Oklahoma have passed laws stopping excavation and collecting artifacts from Native American sites. In fact, it just may be against the law for you to pick up an "arrowhead" that you happen to find in a plowed field.

There is no doubt that "scavengers" have ruined many Native American sites across the country hunting for artifacts to sell with no regard to gathering scientific information.

 
Write an essay of sufficient length to answer this question: Should the strict laws regarding scientific exploration of Native American sites be loosened so our understanding of these cultures can be expanded?

NOTE:   This must be included in the essay introduction:
  • Create a thesis statement appropriate for the essay. The thesis statement cannot be a question.
NOTE:   This must be included in the essay body:
  • Choose what you judge to be key WebQuest research information to support your answer to the WebQuest question.
NOTE:   This must be included in essay conclusion:
  • If your overall answer to the question is positive (yes, the strict laws should be loosened), what limits, if any, should be placed on scientific excavation? Use information presented in the essay to support your position.
     
  • If your overall answer to the question above is negative (no, the strict laws should not be loosened), should the laws be expanded to prohibit sale of existing Native American artifacts by and to the public? Use information presented in the essay to support your position.
 
WebQuest Application:
Read each essay to the class.
  • Group students as either positive or negative response to the question.
     
  • The two groups debate their positions.
     
    • Each group will assess the position of the other, questioning their conclusions and recommendations.
       
    • Each group will argue for their own position, providing support for their conclusions and recommendations.
     
  • After the debate, discuss this question: is there any difference between excavating Native American burial grounds and excavating grave yards from towns that no longer exist ("ghost towns")?
 
Conclusion to the WebQuest #2:
Many different peoples and cultures have occupied the land area now known as the United States of America. The U.S. government has recognized the poor way in which "Native Americans" have been treated and taken steps to make amends for this treatment. Although all "Native Americans" are considered full citizens of the United States, money and land has been given to Tribes and "Nations" of Native Americans are now recognized.
 
Write an essay of sufficient length to answer this question: Should the U.S. government continue to provide special privileges to the decendents of the "Native American" peoples who were poorly treated 150 years ago?

NOTE:   This must be included in the essay introduction:
  • Create a thesis statement appropriate for the essay. The thesis statement cannot be a question.
NOTE:   This must be included in the essay body:
  • Choose what you judge to be key WebQuest research information to support your answer to the WebQuest question.
NOTE:   This must be included in essay conclusion:
  • If your overall answer to the question is positive (yes, the U.S. government should provide these special rights), in what area or areas should these rights be expanded? Use information presented in the essay to support your position.
     
  • If your overall answer to the question above is negative (no, the U.S. government should not provide these special rights), in what area or areas should these rights be cut back? Use information presented in the essay to support your position.
 
WebQuest Application:
Read each essay to the class.
  • Group students as either positive or negative response to the question.
     
  • The two groups debate their positions.
     
    • Each group will assess the position of the other, questioning their conclusions and recommendations.
       
    • Each group will argue for their own position, providing support for their conclusions and recommendations.
     
  • After the debate, discuss this question: How does the debate compare to how special interest groups, (like Native American Tribes, The National Rifle Association, tobacco companies, etc), influence how law-makers determine policies?